Writing Strategies and Writing Proficiency in the EFL Classroom

• 영문명: Writing Strategies and Writing Proficiency in the EFL Classroom
• 발행기관: 한국외국어교육학회
• 저자명: Kyung Ja Kim(김경자)
• 간행물 정보: 『Foreign Languages Education』Vol.15 No.1, 69~89쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2008.06.30

영문 초록

  The majority of studies on L2 writing strategies to date has relied heavily on case study as a research methodology employing think-aloud protocols and texts written by the participants. Since the studies dealt with a small number of participants, the findings are inconclusive and sometimes contradictory, and little research on the writing strategies has been conducted in EFL contexts. The present study investigated EFL learners" writing strategies and compared the more-proficient writers" strategies to those of the less-proficient peers. It furthermore examined an assumption of a connection between writing strategy use and writing proficiency. The study was conducted with two writing classes that consisted of 26 more-proficient and 23 less-proficient writers. Two different proficiency groups were divided in proportion to students" scores on the diagnostic composition test. Strategies were measured by means of the modified questionnaire originally developed by Petri？ and Cz？rl (2003). The strategy items were stated in three different phases of the writing process (planning, while-writing, and revising). The results indicated that (1) the more-proficient writers used significantly more planning and while-writing strategies and (2) planning and revising strategies correlated significantly with students" composition scores.

목차

Ⅰ. Introduction
Ⅱ. Background to the Study
Ⅲ. Research Methods
Ⅳ. RESULTS
Ⅴ. Discussion
Ⅵ. Conclusion
References

키워드

English writing strategies writing proficiency 영작문전략 영작문능력