외국어고등학교 학생들의 영작문 오류 분석 (An Error Analysis of Foreign Language High School Students’ English Writings)

서지정보

· 발행기관 : 한국영어학회
· 수록지 정보 : 영어학 / 12권 / 3호 / 425 ~ 449페이지
· 저자명 : 송현영, 박은성

초록

The present study investigated the major error types observed in Korean English as a foreign language (EFL) students’ writings with a view to identifying the areas that need to be highlighted in order to improve students' writing skills. Writing samples collected from first and second-year students enrolled in a foreign language high school were analyzed according to Ferris's (2002) 15 types of errors.
The results showed that these students made the highest number of errors in their use of punctuation (26.21%), followed by errors on articles/determiners (15.16%), sentence structures (11.61%), and pronouns (1.09%). In terms of the grade level, punctuation errors were most frequently committed by both the first-year students (43.57%) and second-year students (21.19%) even though the percentage decreased by more than 50% in the latter group. The findings suggest that in order to increase EFL students’ writing skills, teachers should place the instruction of punctuations and conjunctions as the foremost task since students in both grade levels are most likely to benefit from such instruction (Brown, 2000;Ferris, 2006; Lee, 2009).

영어초록

The present study investigated the major error types observed in Korean English as a foreign language (EFL) students’ writings with a view to identifying the areas that need to be highlighted in order to improve students' writing skills. Writing samples collected from first and second-year students enrolled in a foreign language high school were analyzed according to Ferris's (2002) 15 types of errors.
The results showed that these students made the highest number of errors in their use of punctuation (26.21%), followed by errors on articles/determiners (15.16%), sentence structures (11.61%), and pronouns (1.09%). In terms of the grade level, punctuation errors were most frequently committed by both the first-year students (43.57%) and second-year students (21.19%) even though the percentage decreased by more than 50% in the latter group. The findings suggest that in order to increase EFL students’ writing skills, teachers should place the instruction of punctuations and conjunctions as the foremost task since students in both grade levels are most likely to benefit from such instruction (Brown, 2000;Ferris, 2006; Lee, 2009).

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