지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The present study examined two types of integrated tasks (reading-writing and listening-writing) by comparing them with the independent (writing-only) task to probe into two questions: (1) whether performance on the integrated tasks differs from that on the independent task, and (2) how reading and listening skills are respectively associated with performance on integrated tasks. Three types of writing (144 written pieces) by advanced-level participants were scored by two raters using an analytical scoring rubric. The data, both overall and analytical scores, were analyzed by ANOVAs, and linear regression analyses were conducted between integrated task and proficiency (RC and LC) scores. The results showed that there was a significant difference between writing-only and listening-writing tasks, but not between writing-only and reading-writing tasks. Furthermore, the participants significantly performed better on writing-only than on listening-writing tasks in terms of content, and reading-writing tasks outperformed listening-writing tasks in vocabulary and expression. The findings suggest that integrated writing tasks elicit not only multiple language skills but also complex cognitive skills. The study also indicates that listening proficiency is a strong predictor of performance on the listening-writing integrated task, whereas reading proficiency may not have a predictive value. Pedagogical implications based on the findings were discussed with respect to how to prepare students for integrated writing tasks.
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참고문헌 (26)
참고문헌 신청
Ascencio?n-Delaney, Y. / 2008 / Investigating the reading-to-write construct / Journal of English for Academic Purposes 7 (3) : 140 ~ 150
Barkaoui, K. / 2012 / Test-takers’ strategic behaviors in independent and integrated speaking tasks / Applied Linguistics 34 (3) : 304 ~ 324
Braine, G. / 1989 / Writing in science and technology : An analysis of assignments from ten undergraduate courses / English for Specific Purposes 8 (1) : 3 ~ 15
Brown, J. D. / 1991 / Essay prompts and topics : Minimizing the effect of mean differences / Written Communication 8 (4) : 533 ~ 556
Carson, J. / 2001 / Linking literacies: Perspectives on L2 reading-writing connections / University of Michigan Press : 246 ~ 270
Barkaoui, K. / 2012 / Test-takers’ strategic behaviors in independent and integrated speaking tasks / Applied Linguistics 34 (3) : 304 ~ 324
Braine, G. / 1989 / Writing in science and technology : An analysis of assignments from ten undergraduate courses / English for Specific Purposes 8 (1) : 3 ~ 15
Brown, J. D. / 1991 / Essay prompts and topics : Minimizing the effect of mean differences / Written Communication 8 (4) : 533 ~ 556
Carson, J. / 2001 / Linking literacies: Perspectives on L2 reading-writing connections / University of Michigan Press : 246 ~ 270
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