Earticle

초록

영어

This study explored the effects of outlining on the summaries of thirty six L2 college students across three text genres and their opinions on the use of outlining in writing the summaries. Over the eight weeks, the students were divided into an outlining group (experimental group) and a keyword group (controlled group) wrote three summaries after reading articles across three genres (e.g. argumentative, expository, and narrative) at two weeks intervals. Additionally, a follow-up questionnaire on the use of outlining in writing summaries was conducted. Data were analyzed by the Syntactic Complexity Analyzer (Lu, 2010) under 14 indices, and the responses to the questionnaire were analyzed by percentages. The results found a statistically significant difference appearing only in the aspect of CT (i.e. clause per T-unit). In addition, a majority of students utilizing outlining for summary writing believed that they were helped not only to understand the contents and the structure of the articles, but to write summaries with their own words. These results have a pedagogical meaning in that outlining can be more efficient for specific reading genres when teaching summarization in L2 classes.

목차

Abstract
I. Introduction
II. Literature Review
1. Reading-to-Write L2 Instruction
2. Outlining Strategy Use in Reading-to-Write Class
3. Relationships between Outlining and Writing Quality
III. Methodology
1. Participants
2. Data Sources
3. Procedures
4. Data Analysis
IV. Results & Discussion
1. Analysis of the Summaries across Genres in Syntactic Complexity
2. Analysis on the Opinions about the Outlining for Summarization
V. Conclusion
References
APPENDIX

키워드

저자

• Il-sun Hyun [ Hansung University, College of Liberal Arts & Sciences, Professor ]

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