외국인 학습자들의 작문에는 이 연구는 모국어의 간섭, 과잉 일반화 등으로 오류가 나타난다. 본고에서는 오류 중 하나인 구어체의 원인을 탐색을 목적으로 한다. 대학에 재학 중인 외국인 학습자들의 작문에서 나타나는 구어체 양상을 분석하였고 그 원인을 탐색하기 위해 설문 조사 를 실시하였다. 그 결과 작문에서 줄임말과 유행어의 사용이 나타나는 것을 알 수 있었다. 구어체는 평소 사용하는 구어의 영향을 많이 받기 때문에 외국인 학습자들의 구어에 영향을 주는 것은 무엇인지 살펴보았 다. 설문 조사 결과 외국인 학습자들은 SNS등 신규 매체를 자주 사용하 여 한국어를 접하는 것으로 나타났다. 신규 매체는 문자 언어를 이용하 더라도 구어를 사용한 문체로 사용되고 있다. 외국인 학습자들의 언어 사용에 영향을 주며 이것이 작문에 영향을 미치는 것을 알 수 있었다. 본고는 다양한 매체의 출현으로 구어체와 문어체의 경계가 점점 무너지 고 있는 현시점에서 외국인 학습자의 작문에서 나타난 구어의 양상을 살 펴보고 원인을 탐색했다는 점에서 의의를 갖는다.

본 논문은 2019년부터 2023년 사이에 있었던 칠레 헌법제정 과정을 국민참여의 관점에서 분석하였다. 칠레 사회는 2019년 사회적 대폭발을 계기로 헌법을 새로 쓰는 데 합의하였다. 헌법상 기본권 보장을 목표로 헌법제정을 시도하였으나, 두 번의 시도 모두 부결되었다. 남녀동수 제헌 의회 구성, 원주민 대표성 강화, 시민참여 메커니즘 제도화 등 헌법제정 의 절차적 민주성이 높았다. 그러나 정당을 배제한 제헌의회를 구성함으 로써 제헌의원의 전문성이 떨어지고 국민들과의 목표가 불일치하여 국민 들의 요구를 헌법안에 담아내지 못했다는 비판을 받았다. 정당대표성과 제정기관의 전문성을 강화하여 2차 시도를 하였으나 헌법에 인간존엄성 을 담아내지 못했다. 헌법안 작성 기간이 너무 짧았고, 국민의 보편적 요 구와 거리가 먼 보수정당의 가치가 지나치게 반영되었기 때문이다. 또한 짧은 작성 기간과 헌법안 채택 방식은 숙의·심의보다는 속도있는 표결을 강조했다. 그러므로 모든 중요한 정치권력들이 헌법제정 과정에 균형있 게 참여하여 숙의·심의할 수 있는 제도적 보완 방안을 모색해야 할 것이 다.

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

Aspects of the liu shu 六書 theory continue to be used today to analyse Chinese characters, yet most scholars are unaware of the historical context out of which the theory emerged and the controversies surrounding its both initial and subsequent interpretations. I trace the origins of the theory to the Eastern Han and compare its three earliest rival formulations. Subsequent centuries saw a proliferation of interpretations which rendered any attempt at a unified vision of Chinese writing impossible. The trend of adding new explanations was only reversed by the Qing scholars Dai Zhen and Duan Yucai who, drawing on some of the earliest explanations, argued that the theory encapsulated not only the way characters were composed but also their exegesis. Even if they laid the ground for a shared interpretation, Dai and Duan’s take on the Eastern Han scholar Xu Shen did not go unchallenged. I discuss Zhang Taiyan’s and Lu Zongda’s criticism and their attempts to reconcile aspects of the traditional framework with modern linguistics. I finally contrast this updating of an ancient theory with the approach of Qiu Xigui who selectively discards one of the principles and thereby the very feasibility of the framework as a whole.

The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

목적 : 본 연구의 목적은 뇌성마비 아동 및 청소년에게 보조공학을 사용한 글씨쓰기에 관한 연구를 분석하여 글씨쓰기 연 구에서 활용되고 있는 보조공학과 중재 프로그램의 효과를 알아보고자 하였다. 연구방법 : 2011년부터 1월부터 2023년 7월까지 DBpia, Kiss, earticle, ScienceDirect, EBSCOhost, PubMed, 구글 스칼라를 이용하여 뇌성마비 아동 및 청소년에게 보조공학을 사용한 글씨쓰기 중재에 대한 논문을 검색하였으며, 1차 검색 된 2,886편의 논문 중 선정기준 및 배제기준에 따라 6편의 논문을 최종 선택하여 분석하였다. 결과 : 선정된 6편의 논문 중 무작위 대조군 연구 1편, 비무작위 비교연구 2편으로 근거수준 1-2단계에 해당하는 연구가 3편이었다. 글씨쓰기 연구에 사용된 보조공학의 종류는 컴퓨터 접근장치가 4편(키보드 변형 3편, 스위치와 포인팅 기기, 소프트웨어 프로그램 사용 1편), 3차원의 반복적인 움직임을 통해 글씨쓰기를 연습하는 보조로봇 1편, 이축 연필(biaxial pencil) 등 변형된 필기도구를 사용한 연구가 1편이었다. 컴퓨터 보조공학 중재와 보조로봇을 적용한 5편의 연구에서 작업치 료사가 글씨쓰기 중재를 제공하였다. 컴퓨터 보조공학 중재 결과 종속변인인 문자입력 속도와 정확도가 향상되었으며, 부모만 족도와 목표달성 정도가 높게 나타났다. 결론 : 뇌성마비 아동 및 청소년에게 글씨쓰기에 사용되고 있는 보조공학과 효과적인 중재방법과 치료 효과를 확인했다는 데 의의가 있다.

This study explored rhetorical devices and their effect on forming coherent and cohesive wholes in the writing of 61 EFL students. When analyzing their writing using the five-paragraph essay format, 57% of students deviated from the format, with some resorting to their L1 rhetorical structures (the indirect group) and others employing rhetorical preferences presumed to be deterministically influenced by their L1 (the hybrid group). Only 43% adhered to the format (the direct group). Neither the indirect nor the hybrid groups were inferior to the direct group regarding the length and quality of the writing; the direct group was not necessarily better received than the other two. The indirect group had a discernible (even if not statistically significant) impact on the length and quality of the writing. The indirect and hybrid groups were found to have slightly stronger control over cohesion indices. The two groups challenged the Englishonly orientation of the five-paragraph essay by negotiating rhetorical structures, thereby doing translingual dispositions.

This article conducts a multidimensional quantitative data analysis of writing scores and related variables such as word frequency, stroke number, and the number of components in the corpus of Chinese character acquisition of primary Chinese learners from non-Chinese culture circles, and then analyzes the cognitive characteristics and rules of Chinese character acquisition reflected in the data from the perspective of cognitive psychology. Data analysis shows that there are “stroke number effect” and “component number effect” when learners write Chinese characters, and the influence of the stroke number and component number on writing depends on the level of Chinese characters in the whole book frequency, and the dividing line is about 200. From the perspective of cognitive rule, frequency, stroke number and component number affect the whole process of perception, memory and extraction of Chinese characters. There are differences in the recognition methods of Chinese characters with different frequencies when writing. Learners use compressed and holistic recognition for high-frequency words (frequency>200), while partial and feature recognition for medium and low-frequency words (frequency≤200), and the basic units of feature recognition are strokes and components.The score of wrongly used characters is not significantly correlated with frequency, strokes and components, and the cognitive rules reflected by wrongly used characters need further study.

For the many companies that operate internationally, the challenge of translating brand typography into different writing systems is a crucial and complex one. To address this issue, specialized type designers developed "bilingual typography": localized brand typography meant to preserve the original visual identity. They assume that by mimicking the appearance of the original typography, the newly created non-Latin typography will maintain brand consistency. However, no research investigated whether such approach is efficient.

In recent years, an array of studies has focused on ‘translationese’ (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.

Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

The rational evaluation of carbon-based conductive ink performance is critical to both industrial production and applications. Herein, a model to evaluate writing performance of conductive ink by line resistance was proposed by investigating possible relations among different parameters and establishing relevant model to estimate ink writing performance. Bulk conductive inks were prepared and characterized to provide samples for model. To improve the precision of model, the impact of external factors including writing speed and angle was studied. Nonlinear regression and back propagation artificial neural network were employed to estimate line resistance, and cross check validation was conducted to prove robustness and precision of model. Most importantly, the investigation will open up a new path for the exploration of other carbon-based handwritten electronic devices.

Chu Bamboo Book in Anhui University (vol.2) published in August 2022 (hereinafter referred to as “Anda II” or “An Da Jian”) is the latest collation of the bamboo slips of the Warring States Period in Anhui University by the Research Center for the Development and Application of Chinese Characters of Anhui University, which includes two parts: Zhongni Yue and Cao Mo Chen. Through a preliminary comparison and analysis of the writing phenomena corresponding to the purposes of such articles as Cao Mo Zhi Chen and Zhong Ni Yue in An Da Jian, Cao Mo Zhi Zhen in Shang Bo Jian (Chu Bamboo Book in Shanghai Museum), the author found some special phenomena related to He Wen. For example, although the writing of Cao Mo by An Da Jian seems to have various ways of writing, this way of writing may contain a profound interpretation of the meaning of the text by the scribes at that time. This writing phenomenon is of great value for in-depth consideration: 1.When the two words “Shang Xia (上下)” and “Zhi Suo (之所)” can be taken apart or not, the words that cannot be taken apart are often written as He Wen, and the words that can be taken apart are often not written as He Wen; 2.When the original two words “Jun Zi (君子)” and “Xiao Ren (小人)” cannot be separated, the written form of He Wen may represent a special emphasis. At the same time, through a comparative study of the use of Chinese characters in Cao Mo and Zhongni Yue, we may speculate that although Cao Mo and Zhongni Yue may not belong to the same style of writing, at least in the arrangement of He Wen, There may be some similar writing logic in these two chapters - the speculation about this writing logic may be used in the analysis of other difficult texts in Zhongni Yue.

In many high-stakes testing situations, test-takers are not allowed to draw on external writing resources while writing, a practice observed more frequently in classroom settings. This may pose problems with the representativeness of test tasks and score interpretations. This study investigates the domain definition of one particular test known as the English Placement Writing Test within an argument-based validation framework. Focusing on the domain definition inference, the following rebuttal was evaluated: Certain essential contextual factors in the academic writing domain are not modeled in the test tasks. To do so, lower- and intermediate-level ESL students (n=92) who previously took the test were surveyed and interviewed regarding their uses of computerbased and face-to-face human-assisted writing tools. Results showed that students at both levels were statistically similar in their attitudes toward and uptakes of such tools while writing. The difference in availability of external writing tools between the target and test domain may point to issues with task authenticity of the test.

중국에서는 북한의 서술 시각을 전면적으로 수용하던 초기 단계를 벗어나, 1990년대의 개혁 개방 이후에 는 남한의 연구 성과를 폭넓게 반영해 왔다. 현재는 남북한 사이에서 객관적인 시각을 유지하면서도 중국 의 특색을 담아낼 수 있는 문학사 기술 경향을 보여주고 있다. 김영금의 󰡔정편 한국문학사󰡕는 중국에서 가장 최근에 간행된 한국문학사로서, 한국학 연구의 동향과 문학사 교육의 방향을 엿볼 수 있는 좋은 사례라 할 수 있다. 본 논문에서는 고전문학 분야의 기술 양상을 중점적으로 검토해 보았다. 세부적으로는 시가문학과 산문문학으로 나누어 하위 갈래들의 개념과 범주, 주요 작가와 작품 등을 통해 서술상의 특징 을 살펴보았다. 중국에서의 최근 연구 성과를 반영하고 비교문학적 접근을 확대하고 있다는 점 등은 긍정 적인 시도로 평가할 수 있다. 그렇지만 대학 및 연구원생을 주요 독자로 상정하고 있는 만큼, 전문 학술서 로서의 깊이는 다소 부족하고 문학사의 실질과 어긋나는 부분도 발견된다.

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A combination of keystroke logging and stimulated recall interview was employed. It was found that the simple task group showed a greater number of pauses and revisions related to lower-order writing processes, whereas the complex task group showed longer pauses related to higher-order writing processes. While task complexity had no influence on writing performance, writing behaviors revealed significant relationships with text quality. In the simple task group, pause length and revision were negatively related to writing scores, whereas pause frequency revealed mixed results. In the complex task group, consistent negative relations were found between pausing behaviors and text quality, and fewer revisions were related to better scores in expression and tone.

홍콩의 소수민족 학생들을 위한 효과적인 교육 방법의 부족은 중국어를 배우려는 동기의 부족으로 이어진다. 본 연구는 소수민족 중등학교 학생들을 대상으로 그림책 수업을 실시하였다. 인터뷰, 수업 참관, 텍스트 분석 등의 연구 방법을 활용하여 중국어 교사가 어떻게 그림책 텍스트 속의 한자와 문장을 판별하게 하는지, 그리고 이야기의 내용과 주제를 이해시켜 깊은 성찰에 이르게 하는지를 분석하였다. 연구 결과, 교사와 학생은 그림책 수업의 효과에 대해 긍정적인 평가를 하고 있으며, 그림책 수업이 학생들이 한자의 의미를 쉽게 인지하게 하고 텍스트의 내용 과 주제를 깊이 있게 이해하는데 도움을 준다고 생각함을 알게 되었다.

본 연구는 東晉의 王羲之(303-361)가 쓰고 宋人(米芾(1051-1107)로 추정)이 편찬한『草訣 百韻歌』에서 시작한다. 기존 歌訣 해설과 다르게 본 연구는 전통 이론과 실제 붓을 잡고 쓴 경험을 바탕으로, 宋人이 가결을 통해 후학에게 전달하고자 했던 초서의 요체를 새롭게 밝히고 자 한다. 이로써 전통 이론 중, 초서에게 부여된 ‘積其點畫, 乃成其字’, ‘草以點畫為情性, 使轉 為形質’과 같은 간단명료한 원칙의 의미를 더욱 깊이 있게 이해할 수 있을 것이다. 또한, 초서 문자 구조에 잠재된 변화규칙과 초서의 ‘連綿’, ‘游絲’의 추론과 설명 방식을 고찰할 것이다. 이는 초서 문자의 해독과 초서 문헌의 이해할 수 있게 한다는데 의의가 있다. 본 연구의 방법 및 과정은 크게 4가지로 구분된다. (1) 『草訣百韻歌』 중 간략하게 서술된 초서 변화의 요체를 해석하고, 점을 찍는 것에서부터 선을 연결하고 문자를 구성하는 기본 ‘結字 法’을 상세하게 분석한다. ‘圓筆’, ‘潤筆’, ‘渴筆’, ‘轉筆’ 등의 필법이 포함되며, ‘楷’에서 ‘草’로 전개되는 과정에서 문자의 틀과 필획의 구조 변화도 설명한다. (2) 초서에서 가로획과 세로획의 교차 운용 법칙을 상세하게 분석하고, 나아가 ‘撇捺改筆’, ‘戈法變換’ 등 획과 선의 배치, 한자 구조의 변화 등도 아울러 분석하고 논한다. 이는 초서 쓰기, 읽기, 이해에 이론적이고 과학적 해결법을 제공할 것이다. (3) 초서 章法의 기본을 해석하고 초서 필획 중 虛･實의 분배와 운용 및 ‘計白當黑’, ‘意連形連’과 같은 필획 구성의 요체를 고찰한다. (4) ‘連綿’을 재구조화하고, 초서의 점과 획의 변화 규칙을 활용하여 ‘連綿’, ‘游絲’의 필법 원리를 해석한다. 또한 고문헌의 해석에 응용하여 ‘龍蛇競筆端’에 포함된 초서로 쓰인 한자의 수수께끼를 풀어낼 것이며, 이로써 초서 筆法字學 학습의 중요성과 그 가치를 밝힌다.

The present study aims to categorize common word choice errors in Korean EFL writing and help teachers understand students’ word choice patterns. This study reassures that both L1 and its background cultures affect language learners’ choice of vocabulary in English learning. Korean first-year undergraduate students with low levels of English proficiency participated in this study. The students were required to carry out a writing log, a collection of nine pieces of weekly assignments of paragraph writing during the semester. They were allowed to use any type of automatic translation such as Google Translate or Papago for revision and editing. The errors that the students produced were classified into three categories, and significant findings were obtained regarding lexical errors caused by literal translation, cultural differences, and L1 word order. The findings are interpreted in terms of cultural and linguistic differences between the first and target languages. They can give ideas for teachers to instruct EFL writing strategies on students’ word choice errors.

This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement