L2 Writing and its Relation to Rereading Frequency and Reading Proficiency
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초록
This study deals with an effective L2 writing skill in connection with appropriate reading abilities in EFL programs for students in Korea. To support the development of process-oriented writing instruction it is necessary to gain insights into the relations between organization of cognitive activities during the writing process and quality of the written product. A rereading process can be a good facilitator for writers to attain more elegant writing competence. This study examined the relationship of individual students’ rereading-while-writing and their composition quality depending on the difference in overall reading proficiency. The result was that quality writing was strongly influenced by reading proficiency and the number of rereading-while-writing. Writers with high levels of reading proficiency reread more frequently with their developing texts to produce more syntactically mature writing than did those with low levels of reading proficiency. Fluency demonstrated by overall length of essay did not ensure quality of writing. Implications for teachers using this methodology in the classroom include the need to assist writers in raising reading abilities prior to or during the writing instruction and a rereading habit in text production processes.
Abstract
This study deals with an effective L2 writing skill in connection with appropriate reading abilities in EFL programs for students in Korea. To support the development of process-oriented writing instruction it is necessary to gain insights into the relations between organization of cognitive activities during the writing process and quality of the written product. A rereading process can be a good facilitator for writers to attain more elegant writing competence. This study examined the relationship of individual students’ rereading-while-writing and their composition quality depending on the difference in overall reading proficiency. The result was that quality writing was strongly influenced by reading proficiency and the number of rereading-while-writing. Writers with high levels of reading proficiency reread more frequently with their developing texts to produce more syntactically mature writing than did those with low levels of reading proficiency. Fluency demonstrated by overall length of essay did not ensure quality of writing. Implications for teachers using this methodology in the classroom include the need to assist writers in raising reading abilities prior to or during the writing instruction and a rereading habit in text production processes.
참고문헌 (22)
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