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Comparing the lexical complexity in high school EFL students’ writing based on language ability

김성애
한국영어교과교육학회 (The Korea English Education Society)|2021.05|영어교과교육 (Journal of the Korea English Education Society)|제20권 제2호|pp. 1-24|DOI 10.18649/jkees.2021.20.2.1

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참고문헌

키워드

고등학생lexical complexityhigh school EFL studentsEnglish writinglanguage ability어휘 복잡성영어 쓰기언어 능력

초록

This study investigates whether and how high school students with different English abilities differ in the lexical complexity of their English writing. The participants were 106 second-year high school students, who were divided into two topic groups for an argumentative writing assignment in English. Each topic group consisted of students selected from three classes, who were divided into two ability groups (i.e., higher-ability & lower-ability) based on their scores in the National United Achievement Tests (NUAT). The participants’ lexical complexity was measured using a web-based Lexical Complexity Analyzer. The results showed that there was a significant difference between ability groups in some limited complexity indices and this difference varied in a limited way according to topic. In addition, few relationships were found between language ability and values of complexity indices but significant correlations were found among most of the complexity values themselves. The conclusion is that the lexical complexity in high school students’ writings can be different as a function of language ability but this difference is limited to some features only and can be affected by the writing topic. Some recommendations are suggested for further research.

Abstract

This study investigates whether and how high school students with different English abilities differ in the lexical complexity of their English writing. The participants were 106 second-year high school students, who were divided into two topic groups for an argumentative writing assignment in English. Each topic group consisted of students selected from three classes, who were divided into two ability groups (i.e., higher-ability & lower-ability) based on their scores in the National United Achievement Tests (NUAT). The participants’ lexical complexity was measured using a web-based Lexical Complexity Analyzer. The results showed that there was a significant difference between ability groups in some limited complexity indices and this difference varied in a limited way according to topic. In addition, few relationships were found between language ability and values of complexity indices but significant correlations were found among most of the complexity values themselves. The conclusion is that the lexical complexity in high school students’ writings can be different as a function of language ability but this difference is limited to some features only and can be affected by the writing topic. Some recommendations are suggested for further research.

참고문헌 (59)

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관련 논문AI추천

Analysis of Lexical Complexity in Korean EFL Students’ Narrative Writing황은경한국영어교과교육학회 · 영어교과교육2013 · 제12권 제3호Analyzing the Effects of Lexical Indices on Chinese EFL Students’ English Writing Proficiency우건, 전문기언어과학회 · 언어과학연구2019 · 제88호Lexical Richness in EFL Undergraduate Students’ Academic Writing하혜승한국영어교육학회 · 영어교육2019 · 제74권 제3호Lexical Richness, Syntactic Complexity and Writing Performances of Chinese EFL Learners이상도, 장인쥔한국영어영문학회 · 영어영문학2018 · 제23권 제1호Genre-based Analysis of Lexical Complexity in L2 College Students’ Academic Writing민수정, 배지영한국언어과학회 · 언어과학2018 · 제25권 제1호Effects of Topic and Source Text on the Lexical Proficiency and Syntactic Complexity of High School Students’ Writing김성애팬코리아영어교육학회 · 영어교육연구2020 · 제32권 제4호

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