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Does Reading and Vocabulary Knowledge of Advanced Korean EFL Learners Facilitate Their Writing Performance?

최지혜|강유선|문영선
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2019.03|Journal of Asia TEFL|제16권 제1호|pp. 149-162

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참고문헌

키워드

reading-writingvocabulary-writing relationshipadvanced EFL learners

초록

Although numerous studies have identified the potential relations reading comprehension abilities, vocabulary knowledge, and different language constructs may have with one’s writing competence, not much research exists on the specific roles played by these language- and literacy-related constructs in explaining one’s writing performance in an integrative manner, especially in the cases of second and foreign language learners. This study therefore aims to investigate the relative predictability of reading comprehension and vocabulary knowledge for advanced Korean EFL learner’s writing performance measured both for its form and content qualities, while their English proficiency was taken into consideration. The findings indicate that reading comprehension abilities, vocabulary knowledge, and general English proficiency all had a significant relationship with advanced Korean EFL learners’ structural and linguistic aspects of writing performances. Between reading comprehension abilities and vocabulary knowledge, reading comprehension had a relatively stronger predictability for their writing performance, while vocabulary knowledge only demonstrated indirect effects on writing performances through reading comprehension. The findings from this study have pivotal pedagogical implications for language and literacy instruction in Korean EFL contexts.

Abstract

Although numerous studies have identified the potential relations reading comprehension abilities, vocabulary knowledge, and different language constructs may have with one’s writing competence, not much research exists on the specific roles played by these language- and literacy-related constructs in explaining one’s writing performance in an integrative manner, especially in the cases of second and foreign language learners. This study therefore aims to investigate the relative predictability of reading comprehension and vocabulary knowledge for advanced Korean EFL learner’s writing performance measured both for its form and content qualities, while their English proficiency was taken into consideration. The findings indicate that reading comprehension abilities, vocabulary knowledge, and general English proficiency all had a significant relationship with advanced Korean EFL learners’ structural and linguistic aspects of writing performances. Between reading comprehension abilities and vocabulary knowledge, reading comprehension had a relatively stronger predictability for their writing performance, while vocabulary knowledge only demonstrated indirect effects on writing performances through reading comprehension. The findings from this study have pivotal pedagogical implications for language and literacy instruction in Korean EFL contexts.

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관련 논문AI추천

Does Reading Mediate the Relation Between Productive Vocabulary and Writing or Is It the Other Way Around?강유선, 문영선한국영어교육학회 · 영어교육2023 · 제78권 제4호Roles of Receptive and Productive Vocabulary Knowledge in L2 Writing through the Mediation of L2 Reading Ability최연희한국영어교육학회 · 영어교육2017 · 제72권 제1호The Relationship of Reading Comprehension Ability to the Syntactic and Lexical Complexity안수진언어과학회 · 언어과학연구2009 · 제49호Korean college students’ vocabulary profiles as predictors of English reading and writing proficiency김성연, 류영숙한국멀티미디어언어교육학회 · 멀티미디어 언어교육2009 · 제12권 제3호A Study on Different Dimensions of Vocabulary Knowledge Influencing English Writing Performance최종갑대한영어영문학회 · 영어영문학연구2022 · 제48권 제4호The Effect of Integrating Reading and Writing on EFL Learners’ Writing Ability and Vocabulary Usage김재경, 문은주현대영어교육학회 · 현대영어교육2019 · 제20권 제3호

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