Earticle

초록

영어

The present study examines the effects of manipulating cognitive task complexity on high school English learners’ narrative and persuasive writing. Participants were 156 high school students. They were divided into four groups. Each group was given one of four different types of writing that were classified based on their genres (narrative vs. persuasive writing) and dimensions of task complexity (resource-directing vs. resource-dispersing). All participants completed both simple and complex writing tasks for their assigned type of writing. Participants’ written products were measured in terms of complexity, accuracy, and fluency. The results revealed that increased task complexity, along with the resource-directing dimension, somewhat positively affected the complexity, accuracy, and fluency of both narrative and persuasive writing. However, increased task complexity, along with the resource-dispersing dimension, showed differential effects of cognitive complexity on participants’ written products between the genres. It resulted in decreased scores in fluency and accuracy, and had no significant impact on the complexity of narrative writing. As for persuasive writing, on the other hand, it lowered the fluency, increased the complexity, and had no impact on the accuracy. The pedagogical suggestions drawn from the results are provided along with the limitations of the study.

목차

Abstract
I. 서론
II. 선행 연구 고찰
1. 과업 복잡성: 자원 집중 및 자원 분산 변인
2. 자원 집중 차원의 과업 복잡성과 제2언어 글쓰기에 관한 선행 연구
3. 자원 분산 차원의 과업 복잡성과 제2언어 글쓰기에 관한 선행 연구
III. 방법론
1. 연구 참여자
2. 연구 도구
3. 분석 방법
IV. 연구 결과
1. 과업 복잡성이 이야기체 글쓰기에 미치는 영향
2. 과업 복잡성이 설득체 글쓰기에 미치는 영향
V. 논의 및 시사점
참고문헌
부록

키워드

저자

• 이민선 [ Lee, Minseon | 한국외국어대학교 교육대학원, 대학원생 ] 제1저자
• 임현우 [ Lim, Hyun-Woo | 한국외국어대학교 영어교육전공, 교수 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405