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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.1
- 수록면
- 108 - 124 (17page)
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Although recent studies of L2 writing development have called for the inclusion of metrics that measure phrasal embedding as well as clausal embedding as indicators of syntactic complexity, task-based research on L2 written performance still shows a heavy dependence on length-based measures and clausal subordination. In this study, the written performance of 81 Korean learners of English was examined using traditional syntactic measures that most task-based studies rely on, clausal complexity measures, and noun phrasal complexity measures. Participants were randomly assigned to either a Closed group that carried out closed tasks (i.e., tasks with a predetermined answer), or an Open group that carried out open tasks (i.e., tasks without a predetermined answer). Task complexity was manipulated in terms of the number of elements. Generally in line with Kyle and Crossley’s findings (2018), the study revealed that including more encompassing measures of syntactic complexity helped in the understanding of learners’ interlanguage development, especially when considering their level of L2 proficiency.
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참고문헌 (39)
참고문헌 신청
Baralt, M. L. / 2013 / The impact of cognitive complexity on feedback efficacy during online versus face to-face interactive tasks / Studies of Second Language Acquisition 35:689~725
Bardovi–Harlig, K. / 1992 / A second look at T-unit analysis : Reconsidering the sentence / TESOL Quarterly 26:390~395
Biber, D. / 2010 / Challenging stereotypes about academic writing : Complexity, elaboration, explicitness / Journal of English for Academic Purposes 9:2~20
Biber, D. / 2011 / Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? / TESOL Quarterly 45:5~35
Brown, J. D. / 1980 / Relative merits of four methods for scoring cloze tests / The Modern Language Journal 64(3):311~317
Bardovi–Harlig, K. / 1992 / A second look at T-unit analysis : Reconsidering the sentence / TESOL Quarterly 26:390~395
Biber, D. / 2010 / Challenging stereotypes about academic writing : Complexity, elaboration, explicitness / Journal of English for Academic Purposes 9:2~20
Biber, D. / 2011 / Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? / TESOL Quarterly 45:5~35
Brown, J. D. / 1980 / Relative merits of four methods for scoring cloze tests / The Modern Language Journal 64(3):311~317
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