한국 L2 학습자의 영어 찬반논술 글쓰기에 나타난 ‘부사+동사’ 연어 사용 분석

• 영문명: A Study on the Usage of ‘Adverb+Verb’ Collocation in English with the L2 Korean Students’ Academic Writings
• 발행기관: 현대문법학회
• 저자명: 정효진(Hyojin Chung) 오명기(Myung-ki Oh)
• 간행물 정보: 『현대문법연구』제102호, 271~292쪽, 전체 22쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2019.06.25

영문 초록

This study has focused on the two factors. The first things has investigated the way the Korean L2 learners apply the pattern of ‘adverb+ verb collocation’ in English to their ‘opinion paragraph writing’ on the topic sentences, with the focus on two factors: meta-discourse perspective on the genre of paragraphs and the writers’ strategies for selecting particular collocation types. Second element with the findings of the first step has suggested the effective writing methods for the Korean L2 learners. From 15th October to 2nd November, 2018, the researchers had examined the L2 learners’ topic sentences shown as in the their first drafts, to identify the attitude (I agree), engagement (consider) markers or self-mentions (I, We) and boosters (completely, fully, strongly, etc.) in meta-discourse resources which were founded on the types of essays. We had proposed that the learners would produce proper English ‘adverb+verb’ collocations based on the semantic features for verbs and adverbs in English and Korean with the feedback comments. Secondly, the researchers had reanalyzed the learners’ final products which have been focused on the learners’ self-correction for the deviant English-Korean collocations or non-collocation in English. The researchers had found out some pedagogical implications which had suggested for learning the suitable English collocation usage based on the findings of the study. The major thing has shown that the learners would depend on the meta-discourse resources in the process of accepting the academic writing styles or genre. Another implication of the findings is that the new insights into the development of L2 ‘adverb+verb’ collocational competence should be based on the nature of teaching methods that stress input-based or refrain from explicit vocabulary teaching.

목차

1. 서론

2. 선행연구

3. 연구 방법

4. 분석 결과

5. 결론

키워드

second-language (L2) learners ‘adverb+verb’ collocation academic writing types of paragraphs (essays) opinion paragraph writing writing proficiency meta-discourse resources cross-linguistic influence L2 영어 학습자 부사+동사 연어 학술적 글쓰기 글의 유형 찬반논술 글쓰기 상위담화 장치 교차언어적 영향