한국어 학습자의 연어 사용과 쓰기의 질에 관한 연구
Korean Learners Usage of Collocations and Writing Quality
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This study aims to empirically validate the relationship between the use of collocations and writing quality in Korean language learners. It compares the usage patterns of individual words and collocations according to the learners' writing proficiency levels and explores the extent to which the lexical and collocational diversity factors can predict the quality of writing. For this purpose, a total of 112 texts written by Korean language learners were selected and evaluated. The tokens, types of words and collocations, and lexical and collocational diversity were analyzed, dividing the compositions into high- and low-level groups. The analysis of the usage patterns of individual words and collocations according to the level of writing proficiency showed that the high-level exhibited higher tokens and types, as well as greater diversity measured by the RTTR formula. Secondly, we conducted an analysis of the relationship between the lexical and collocational diversity and writing scores. The results revealed a strong correlation between the lexical and collocational diversity and writing scores. Relatively, the influence of collocational diversity on writing scores was slightly greater than that of lexical diversity. The combined factor of collocational constructions contributed to predicting about 40% of the variance in writing scores.
Abstract
This study aims to empirically validate the relationship between the use of collocations and writing quality in Korean language learners. It compares the usage patterns of individual words and collocations according to the learners' writing proficiency levels and explores the extent to which the lexical and collocational diversity factors can predict the quality of writing. For this purpose, a total of 112 texts written by Korean language learners were selected and evaluated. The tokens, types of words and collocations, and lexical and collocational diversity were analyzed, dividing the compositions into high- and low-level groups. The analysis of the usage patterns of individual words and collocations according to the level of writing proficiency showed that the high-level exhibited higher tokens and types, as well as greater diversity measured by the RTTR formula. Secondly, we conducted an analysis of the relationship between the lexical and collocational diversity and writing scores. The results revealed a strong correlation between the lexical and collocational diversity and writing scores. Relatively, the influence of collocational diversity on writing scores was slightly greater than that of lexical diversity. The combined factor of collocational constructions contributed to predicting about 40% of the variance in writing scores.
참고문헌 (22)
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