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The present study aims to develop an author voice pedagogical framework for ESL/EFL writing instruction and to examine the effects of author voice writing instruction on the writing quality of sixty Korean EFL undergraduate students in an EFL academic context. For this purpose, intensive author voice writing instruction for eight weeks was designed and implemented. To explore the effectiveness of author voice writing instruction, the changes in Korean undergraduate students’ compositions were analyzed in terms of the overall writing quality as well as two specific aspects of voice features - linguistic stance and linguistic engagement. This was conducted between the types of writing texts - book reviews and argumentative essays - and between the levels of writing proficiency - high levels and low levels. The results of the study show that the author voice writing instruction had a positive effect on the students’ overall writing quality of book reviews and argumentative essays. They indicate that students’ ability to express their voice with regards to specific linguistic stance as well as linguistic engagement features improved over the course of the writing program. The findings suggest that even short-term explicit instruction on learning about author voice in writing positively affects EFL learners.
목차
1. Introduction
2. Literature Review
3. Research method
4. Results and Discussion
5. Conclusion
References
참고문헌 (54)
참고문헌 신청
1. [학술지(정기간행물)] - 안경자 / 2012 / L2 Writer Identity: A College Student’s Multiple Identities Revealed in English Compositions / 영어교육연구 24 (1) : 1 ~ 21
2. [학술지(정기간행물)] - 백주현 / 2013 / Authority and Objectivity: The Use of Personal Pronouns in Student Academic Writing / 언어과학연구 64 (64) : 153 ~ 178
3. [단행본] - Bakhtin, M. / 1981 / The dialogic imagination: Four essays / The University of Texas Press
4. [학술지(정기간행물)] - Barton, E. / 1993 / Evidentials, argumentation, and epistemological stance / College English 55 : 745 ~ 769
5. [단행본] - Brown, H. / 2004 / Language assessment: Principles and classroom practices / Pearson Education
2. [학술지(정기간행물)] - 백주현 / 2013 / Authority and Objectivity: The Use of Personal Pronouns in Student Academic Writing / 언어과학연구 64 (64) : 153 ~ 178
3. [단행본] - Bakhtin, M. / 1981 / The dialogic imagination: Four essays / The University of Texas Press
4. [학술지(정기간행물)] - Barton, E. / 1993 / Evidentials, argumentation, and epistemological stance / College English 55 : 745 ~ 769
5. [단행본] - Brown, H. / 2004 / Language assessment: Principles and classroom practices / Pearson Education
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UCI(KEPA) : I410-ECN-0101-2016-740-001337862