지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of the current study is to investigate the effects of writing genre on EFL learners’ English writing performance. In this study, 113 college students participated, and were divided into three groups according to their pre-writing test scores. Samples of the participants’ descriptive and narrative writing were collected. Their writing samples were scored by one native English speaker and one of the authors of this study. It was found that there existed a meaningful relationship between writing genres and students’ English writing performance. The test score of the narrative writing was significantly higher than that of the descriptive writing. This result was corroborated by the analysis of survey data in which the participants reported that they felt the narrative writing was easier than the descriptive. Furthermore, a remarkable difference of English writing performance was revealed among low-level students who, from every analytical perspective, were shown to have performed much better when writing narrative than descriptive texts. This suggests that English writing teachers need to be attentive to the relationship between genre and the purpose of writing.
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참고문헌 (39)
참고문헌 신청
Applebee, A. N. / 1982 / What writers know: The language, process and structure of written discourse / Academic Press : 365 ~ 382
Brown, H. D. / 2004 / Language assessment: Principles and classroom practices / Longman
Brown, H. D. / 2007 / Teaching by principles / Pearson Education
Celce-Murcia, M. / 2001 / Teaching English as a second or foreign language / Heinle & Heinle
Christie, F. / 1999 / Genre theory and ESL teaching / TESOL Quarterly 33 (4) : 759 ~ 763
Brown, H. D. / 2004 / Language assessment: Principles and classroom practices / Longman
Brown, H. D. / 2007 / Teaching by principles / Pearson Education
Celce-Murcia, M. / 2001 / Teaching English as a second or foreign language / Heinle & Heinle
Christie, F. / 1999 / Genre theory and ESL teaching / TESOL Quarterly 33 (4) : 759 ~ 763
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