EFL 학습자의 영어 작문에서 쓰기 장르가 오류 수정에 미치는 영향
Effects of writing genres on EFL learners’ error correction in English writing
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초록
The purpose of this study is to investigate how EFL learners’ error correction in their English writing is affected by writing genres. The participants were 38 Korean university students enrolled in a freshmen English course. They were required to write four essays in two writing genres (descriptive and narrative). After they were provided two kinds of indirect feedback to their first drafts, focusing on language forms, they submitted the second drafts through self-revision. The first and second drafts were analyzed by the error rate and the error reduction rate. The results showed that learners’ error rate decreased after revision in both types of genres. However, there was a significant difference in the error types and error reduction rate between the two genres: 1) They made errors of “Noun Phrase” and “SV agreement” most frequently in descriptive writing, while making errors of “Verb phrase” most frequently in narrative writing; and 2) in response to feedback, they performed more accurate revisions in the descriptive writing than in the narrative writing. The results suggest that teachers carefully consider the relationships between writing genres, types of errors, and error revision patterns when teaching writing.
Abstract
The purpose of this study is to investigate how EFL learners’ error correction in their English writing is affected by writing genres. The participants were 38 Korean university students enrolled in a freshmen English course. They were required to write four essays in two writing genres (descriptive and narrative). After they were provided two kinds of indirect feedback to their first drafts, focusing on language forms, they submitted the second drafts through self-revision. The first and second drafts were analyzed by the error rate and the error reduction rate. The results showed that learners’ error rate decreased after revision in both types of genres. However, there was a significant difference in the error types and error reduction rate between the two genres: 1) They made errors of “Noun Phrase” and “SV agreement” most frequently in descriptive writing, while making errors of “Verb phrase” most frequently in narrative writing; and 2) in response to feedback, they performed more accurate revisions in the descriptive writing than in the narrative writing. The results suggest that teachers carefully consider the relationships between writing genres, types of errors, and error revision patterns when teaching writing.
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