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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제39권 제2호
- 발행연도
- 2023.6
- 수록면
- 35 - 53 (19page)
- DOI
- 10.17154/kjal.2023.6.39.2.35
이용수
초록· 키워드
오류제보하기
This study investigated whether the writing of fifth- and sixth-grade students included a similar level of vocabulary and syntactic complexity to the 2015 English revised curriculum and whether sixth-grade students produced more diverse vocabulary and complex sentences than fifth-grade students. For the study, a learner corpus was constructed based on 46 fifth-grade and 123 sixth-grade students" writing in four free-writing tasks in their English language classrooms. The study found that both fifth- and sixth-grade students used vocabulary and complex sentences comparable to those in the curriculum in terms of lexical diversity and the eight syntactic complexity measures. The sixth-grade students also showed greater lexical diversity and syntactic complexity than the fifth-grade students, confirming the writing development of the sixth-grade students. These findings provide empirical evidence for fifth- and sixth-grade students writing skills and have pedagogical implications for the effective implementation of diverse writing tasks, especially free-writing tasks, in English language classrooms.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. Methodology
Ⅳ. Results
Ⅴ. Discussion and Conclusion
REFERENCES
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