The Relationship of Reading Comprehension Ability to the Syntactic and Lexical Complexity
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This paper investigated whether the Korean EFL learners at high reading proficiency made different syntactic patterns and lexical choices compared to the Korean EFL learners at low reading proficiency in their summary writing. 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, simple syntactic and lexical features, were also investigated to measure linguistic features the participants used in their writing. T-tests revealed that language proficiency significantly affected certain linguistic features of the two groups despite the fact that they showed similar simplicity in the other features. Reasons for the mixed evidence for the role of reading ability on L2 writing were considered. In addition, implications of these findings were discussed with a particular focus on pedagogical goals of drawing learners' attention to the complex combination of reading and writing processes.
Abstract
This paper investigated whether the Korean EFL learners at high reading proficiency made different syntactic patterns and lexical choices compared to the Korean EFL learners at low reading proficiency in their summary writing. 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, simple syntactic and lexical features, were also investigated to measure linguistic features the participants used in their writing. T-tests revealed that language proficiency significantly affected certain linguistic features of the two groups despite the fact that they showed similar simplicity in the other features. Reasons for the mixed evidence for the role of reading ability on L2 writing were considered. In addition, implications of these findings were discussed with a particular focus on pedagogical goals of drawing learners' attention to the complex combination of reading and writing processes.
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