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This study compares the writings and attitudes of Korean high school students by proficiency levels. The participants were 100 second-year students from a high school located in a metropolitan city. A source text was used to facilitate the participants’ writing. Considering the possible effect of the topic, the participants were divided into two groups (Text A & Text B groups), and each group read a source text on a different topic. To examine the effect of English proficiency on writing, each text group was divided into two sub-groups based on their performance in the National English Ability Test. A questionnaire survey was also conducted after the writing task to examine each proficiency group’s attitudes toward writing. Analysis of the writing samples used CohMetrix 3.0, focusing on lexical proficiency and syntactic complexity with six indices of writing. According to the result, the two proficiency groups using Text A showed a significant difference only in NW, whereas those using Text B showed a significant difference in NW/S and LE as well as NW. The survey result showed that the two proficiency groups shared common attitudes toward writing, with some differences only in the degree. Based on the result, the study recommends some strategies for writing instruction in high school English classes.
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참고문헌 (61)
참고문헌 신청
Allan, S. / 2004 / Task representation of a Japanese L2 writer and its impact on the usage of source text information / Journal of Asian Pacific Communication 14(1):77~89
Boughey, C. / 1997 / Learning to write by writing to learn : A group-work approach / ELT Journal 51(2):126~134
Campbell, C. / 1990 / Second language writing: Research insights for the classroom / Cambridge University Press :211~230
Cho, H. / 2015 / Integrating reading and writing : A case of Korean English language learners / Reading in a Foreign Language 27(2):242~261
최연희 / 2012 / Paraphrase Practices for Using Sources in L2 Academic Writing / 영어교육 67(2):51~79
Boughey, C. / 1997 / Learning to write by writing to learn : A group-work approach / ELT Journal 51(2):126~134
Campbell, C. / 1990 / Second language writing: Research insights for the classroom / Cambridge University Press :211~230
Cho, H. / 2015 / Integrating reading and writing : A case of Korean English language learners / Reading in a Foreign Language 27(2):242~261
최연희 / 2012 / Paraphrase Practices for Using Sources in L2 Academic Writing / 영어교육 67(2):51~79
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