Genre-based Analysis of Lexical Complexity in L2 College Students’ Academic Writing

Jiyoung, Bae; Min, Su

doi:10.14384/kals.2018.25.1.289

Cited by 5 publications

(4 citation statements)

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“…This result did not support Wolfe-Quintero et al's (1998), and Lu's (2011), but this part of the result is consistent with Hwang's (2012) result that Korean EFL college learners produced significantly higher complex sentences and frequent subordination clauses in their narrative writing than those in argumentative writings. To conclude, the findings of the genre analysis of syntactic complexity showed that Korean L2 college students produced more complex coordination clauses and particular structures in their expository writings because of its genre-feature of reasoning (Bae & Min, 2017;Folse, 2014), and this conclusion implied that Korean students have some genrespecific knowledge because they produce more syntactically diverse sentences in their expository and argumentative essays than in narrative essays.…”

Section: Discussionmentioning

confidence: 95%

“…Writing different genres serves different social purposes and achieves different communicative goals because writing a specific genre is considered as the style and component element in which the writers select to convey their thought. Extensive analysis of writing (Bae & Min, 2017;Bhatia, 2004;Hyland, 2004;Lap & Truc, 2014;Melander, Swales, & Fredrickson, 1997) has shown that different types of texts are distinguished by distinctive patterns of linguistic elements such as grammar, vocabulary, and cohesion.…”

Section: Literature Review Syntactic Complexity Measures In L2 Writingmentioning

confidence: 99%

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Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

Jiyoung¹,

Min²

2020

The Journal of AsiaTEFL

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This study aims to examine the degree of syntactic complexity in Korean L2 college students' writing of four different genres. Using 14 syntactic complexity measures as indices of L2 language development of writing, this study investigates how syntactic patterns are different among four different genres and English proficiency levels. Sixty-one participants in A university in South Korea participated in this study, and their writings were scored by two raters. All 244 essays including four different genres were collected, and these data were analyzed by using the computer program of syntactic complexity analyzer. The results have shown that genre difference has an impact on syntactic complexity in Korean students' English written products. Details of results showed strong evidence of genre-specific features among narrative, expository (comparison and cause-effect essays), and argumentative genres. Based on the overall findings of the study, syntactic complexity showed significant genre differences, but there were not significant group differences of syntactic complexity among L2 proficiency levels.

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Section: Discussionmentioning

confidence: 95%

Section: Literature Review Syntactic Complexity Measures In L2 Writingmentioning

confidence: 99%

Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

Jiyoung¹,

Min²

2020

The Journal of AsiaTEFL

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“…However, research specifically examining the relationship between English writing anxiety levels and practical and specific activities, such as English newspaper making activities based on genre writing, has been rarely conducted. Similarly, most previous studies on educational effects through genre writing have focused on the effect of different genres on learners (Bae, & Min, 2017;Kim, 2015;Yoon & Polio, 2017), genre analysis (Hyon, 2016;Nagao, 2019;Qin, & Uccelli, 2016), and teaching perspectives (Ahn, 2012;Huang & Zhang, 2020;Yang, 2016). Only a limited number of studies have explored the educational effects of genre writing according to affective factors, such as English writing anxiety levels.…”

Section: English Writing Anxietymentioning

confidence: 99%

The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety

Choi,

Kang

2024

JCT

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English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.

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“…Apart from the effect of lexical complexity on L2 writing quality, genres such as narration, exposition, and argumentation may be closely associated with L2 writing quality, as genre is a socially constructed language practice and different genres have their own linguistic features like word choice such that discourse uniqueness is realized (Bae & Min, 2018; Halliday & Hasan, 1985). As research into lexical complexity proper and its relation with the rated writing quality approaches, it is indispensable to do in‐depth investigations into the role of lexical use characterizing different facets of lexical complexity in predicting L2 writing quality.…”

Section: Introductionmentioning

confidence: 99%

The relationship between lexical use and L2 writing quality: A case of two genres

Zhang

2022

Int J App Linguistics

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Extensive research has been done to explore how lexical use could predict the rated quality of L2 writing. However, the degree to which the rated quality is influenced by lexical use in different genres of L2 essays is relatively unexplored. This study tested the effect of lexical use on the rated quality of L2 argumentative and expository essays. Three natural language processing tools (i.e., the Lexical Complexity Analyzer, D_Tools, and TAALES) were employed to obtain the index of lexical density, diversity, and sophistication. Results suggested that the rated quality of both genres of L2 essays was not significantly predicted by lexical density and lexical diversity but was predicted by different indices of lexical sophistication. The striking difference in the prediction of lexical sophistication on the writing quality for both genres bears on academic word use. The observed pattern on lexical use in L2 writing across the two genres attested to the assumption that genre embodies socially constructed linguistic practices whereby L2 learners use various linguistic forms to achieve communicative goals.

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Genre-based Analysis of Lexical Complexity in L2 College Students’ Academic Writing

Cited by 5 publications

References 0 publications

Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety

The relationship between lexical use and L2 writing quality: A case of two genres

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