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.
초록· 키워드
오류제보하기
This paper investigated the use of cohesive devices and written discourse features in summary composed by university- level Korean EFL learners with different reading comprehension ability. Two groups (N=58) of Korean EFL learners at a university in Kyeonggido, Korea, participated in the study. To measure the participants’ general reading ability, reading comprehension test was administered. Two general categories, cohesive devices and written discourse features, were also investigated to measure linguistic features the participants used in their writing. This study replicated a basic design used in Kang’s (2005) study that examines narrative essays of Korean EFL learners. The results suggest that reading proficiency significantly affects collocation (a lexical cohesion). Of particular interest were the findings that the more proficient readers failed to produce significant differences in other cohesive devices and written discourse features. This seems to suggest that regardless of the different levels of reading comprehension ability, the Korean university EFL learners showed restricted choice of syntactic and lexical features by heavily depending on specific categories of cohesive devices and academic writing discourse. Implications of these findings are discussed with a particular focus on pedagogical goals regarding teaching and learning of English writing for Korean university EFL learners.
목차
등록된 정보가 없습니다.
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
최근 본 자료
댓글(0)
0