Earticle

초록

영어

This study investigated linguistic and discourse features as predictors of Korean EFL learners at college level. A total of 52 argumentative essays written by Korean undergraduate students from different proficiency groups were gathered, coded for relevant academic writing features (i.e., lexical, syntactic and discourse features), and rated for writing quality. Frequency and regression analyses revealed that several academic features (i.e., length, syntactic complexity, the frequency of discourse markers and the presence of a thesis statement and a topic sentence) significantly predicted the writing quality across the different proficiency groups. On the other hand, some discourse features (i.e., lexical diversity, diverse discourse markers, and the presence of introductory sentences, supporting sentences and a conclusion statement) were found to have no association with writing quality. The findings of this study may offer a valuable insight into the design of strategic EFL writing curriculum that should explicitly teach the crucial characteristics and expectations of academic writing.

목차

Ⅰ. Introduction
Ⅱ. Background
A. Linguistic features as a predictor of writing quality
B. Discourse features as a predictor of writing quality
Ⅲ. Method
A. Participants and Data collection
B. Data analysis
C. Writing Quality
D. Instruments for measurements
Ⅳ. Results
A. Performance on syntactic and lexical complexity
B. Performance on discourse markers
C. Performance on discourse structures
D. Correlation of academic language features with writing quality
Ⅴ. Discussion and Conclusion
References
Abstract

키워드

저자

• Yun Hee Chung [ Instructor, Chonnam National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820