The Impact of Explicit Writing Instruction Based on Process-Genre Approach on High School Students` Writing*

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2017.01.17
최종 저작일
2017.01
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판매자한국학술정보(주)
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* 본 문서는 배포용으로 복사 및 편집이 불가합니다.

서지정보

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 수록지정보 : STUDIES IN ENGLISH EDUCATION / 21권 / 4호
저자명 : ( Sun-young Kim )

영어 초록

The present study examined the effect the teaching of writing under a processgenre approach could have on improving writing in the context of a `UP` (University-level Program) English writing class. The writing rubric was developed to measure writing improvement in the areas of `purpose`, `organization`, `elaboration`, `voice`, and `grammar`, using L2 writing proficiency as the criterion to form two proficiency groups. The students completed three different sets of genre writing (narrative, procedural, and argumentative essays) during a period of 3 weeks where each genre set consisted of 2 essays (pre- and post-test essays). The improvement the students experienced in each genre writing set was analyzed using a single t-test. The test results showed that improvement differed widely across proficiency groups, thus suggesting the important role of L2 proficiency underlying a process-genre approach. While the treatment effect for the high proficiency group was found to be significant in four areas of the writing rubric, the writing development for the low proficiency group was not immediate as a whole. More importantly, explicit instruction under a process-genre approach did not help to improve the formal aspect of `grammar` across all groups. This study provides applications for EFL writing classrooms, such as the need to develop an instructional model differentially appropriate for L2 writers and to incorporate a process-genre approach into traditional English language classrooms.

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The Impact of Explicit Writing Instruction Based on Process-Genre Approach on High School Students` Writing*