지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제35권 제3호
- 발행연도
- 2019.9
- 수록면
- 23 - 49 (27page)
- DOI
- 10.17154/kjal.2019.9.35.3.23
이용수
초록· 키워드
오류제보하기
The purpose of this study is to investigate how the use of L1 versus L2 during pre-task planning affects novice L2 learners’ written performance. The study’s rationale is based on the following: 1) novice L2 learners’ planning behavior, including language choice (L1 versus L2), has rarely been examined in planning studies and 2) repeated and redundant measures for complexity, accuracy, and fluency (CAF) combined with a lack of qualitative data on the relationship between planning and writing have not clearly shown what L2 writers actually do during planning. A total of 42 undergraduates were divided into two groups: Korean pre-task planning (KPP) and English pre-task planning (EPP). Each composed two narrative writings for a detailed selection for novice level of English proficiency and main task with L1 or L2 planning conditions. Twelve measures of CAF were assessed to compare two groups’ written performance, and qualitative data by four coding themes (new ideas, content ideas, linguistic errors, and L1 transfer) were supplemented. Findings demonstrated that the KPP group significantly improved phrasal syntactic complexity (MLC) compared to the EPP group, whereas the EPP group significantly increased overall accuracy (EFC/C) and specific accuracy (E3/T) compared to the KPP group. There was no significant difference in speed and repair fluency between the two groups. Additionally, the KPP group generated more new ideas during pre-task planning and applied them to writing, while L1 transfer may be one of reasons for deteriorating accuracy. The EPP group’s incorrect lexical use in planning seemed to be a predictive indicator for subsequent errors in writing. Experimental and pedagogical implications will be suggested.
목차
I. INTRODUCTION
II. LITERATURE REVIEW
III. METHODS
IV. RESULTS
V. DISCUSSION
VI. CONCLUSION
REFERENCES
참고문헌 (39)
참고문헌 신청
Bardovi-Harlig, K. / 1992 / A second look at T-unit analysis : Reconsidering the sentence / TESOL Quarterly 26(2):390~395
Bei, X. / 2010 / The effects of topic familiarity and strategic planning in topic-based task performance at different proficiency levels
Bulté, B. / 2012 / Dimensions of L2 performance and proficiency: Complexity, accuracy, and fluency in SLA / John Benjamins :21~46
De Larios, J. R. / 2001 / A temporal analysis of formulation processes in L1 and L2 writing / Language Learning 51(3):497~538
Ellis, R. / 2005 / Planning and task performance in a second language / John Benjamins :3~34
Bei, X. / 2010 / The effects of topic familiarity and strategic planning in topic-based task performance at different proficiency levels
Bulté, B. / 2012 / Dimensions of L2 performance and proficiency: Complexity, accuracy, and fluency in SLA / John Benjamins :21~46
De Larios, J. R. / 2001 / A temporal analysis of formulation processes in L1 and L2 writing / Language Learning 51(3):497~538
Ellis, R. / 2005 / Planning and task performance in a second language / John Benjamins :3~34
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