An Analysis of the Use of Cohesive and Written Discourse Features by Korean EFL Learners
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This paper investigated the use of cohesive devices and written discourse features in summary composed by university- level Korean EFL learners with different reading comprehension ability. Two groups (N=58) of Korean EFL learners at a university in Kyeonggido, Korea, participated in the study. To measure the participants’ general reading ability, reading comprehension test was administered. Two general categories, cohesive devices and written discourse features, were also investigated to measure linguistic features the participants used in their writing. This study replicated a basic design used in Kang’s (2005) study that examines narrative essays of Korean EFL learners. The results suggest that reading proficiency significantly affects collocation (a lexical cohesion). Of particular interest were the findings that the more proficient readers failed to produce significant differences in other cohesive devices and written discourse features. This seems to suggest that regardless of the different levels of reading comprehension ability, the Korean university EFL learners showed restricted choice of syntactic and lexical features by heavily depending on specific categories of cohesive devices and academic writing discourse. Implications of these findings are discussed with a particular focus on pedagogical goals regarding teaching and learning of English writing for Korean university EFL learners.
Abstract
This paper investigated the use of cohesive devices and written discourse features in summary composed by university- level Korean EFL learners with different reading comprehension ability. Two groups (N=58) of Korean EFL learners at a university in Kyeonggido, Korea, participated in the study. To measure the participants’ general reading ability, reading comprehension test was administered. Two general categories, cohesive devices and written discourse features, were also investigated to measure linguistic features the participants used in their writing. This study replicated a basic design used in Kang’s (2005) study that examines narrative essays of Korean EFL learners. The results suggest that reading proficiency significantly affects collocation (a lexical cohesion). Of particular interest were the findings that the more proficient readers failed to produce significant differences in other cohesive devices and written discourse features. This seems to suggest that regardless of the different levels of reading comprehension ability, the Korean university EFL learners showed restricted choice of syntactic and lexical features by heavily depending on specific categories of cohesive devices and academic writing discourse. Implications of these findings are discussed with a particular focus on pedagogical goals regarding teaching and learning of English writing for Korean university EFL learners.
참고문헌 (57)
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