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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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This study examines how function words are related to EFL learners" writing proficiency in regard to productive vocabulary assessment. The study analyzed 3,244 argumentative essays of a writing composition test written by incoming freshman students at a university in Korea. These essays were evaluated into seven proficiency levels based on overall holistic scores by English native instructors. The essays at each level were then analyzed based on the total number and category of each function word (determiners, pronouns, auxiliaries, prepositions & conjunctions, and adverbial particles). The results demonstrate some clear results in the proportion of function words in relation to the EFL learner’s writing proficiency level. Ranged from 44.43% to 46.91%, the average proportion of the total number of function words in each essay showed a pattern of development across the seven levels. In regard to the subcategories of function words, the proportions of determiners, primary verb auxiliaries, prepositions, and subordinators increased as a function of the student’s proficiency levels. The increases can be explained: as a learner’s proficiency advanced, using these classes of words, she tends to combine more diverse linguistic elements of the level of the phrases, the clauses, the sentences, and the discourses. This grammatical complexity was strongly related to the concreteness and specificity of the specific ideas the learner set forth.
목차
1. Introduction
2. Theoretical Background
3. Research Design
4. Results
5. Discussion and Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2015-700-001653425