윌리엄 볼츠는 이집트의 상형문자와 수메르 문자를 한자와 비교 연구하였다. 그는 “모든 한자는 반드시 표음 성분을 갖는다”라는 대원칙 아래에 한자를 “表意文字”가 아닌 “表詞文字”로 규정하려는 경향을 보였다. 윌리엄 볼츠에 의하면, 한자는 自源文字(다른 문자에 의존하지 않고 독립적으로 만들어진 문자)로서 그림에 기원한다. 또한 “前文字”에서 “文字”로의 전환은 돌발 적이고 순식간에 이루어진 과정이다. 한자는 “문자” 단계로 진입 후, “그림문자 단계”, “다의적 문자부호 단계”, “語音 및 語意 성분 제한 단계”의 3단계 발전 과정을 거쳤다. 하지만 최종적으 로 拼音化 단계는 밟지는 않았는데, 이는 중국어 자체가 지니는 언어적 제약과 중국인들이 가진 사상 및 이념의 영향 때문이라고 할 수 있다. 윌리엄 볼츠는 이처럼 총체적 시각에서 한자의 기원과 초기 전개 과정을 서술함과 동시에, 또한 한자의 기원과 관련된 전설, “六書”와 『說文解字』, 초기 한자의 규범화 및 표준화 등과 관련된 문제도 다루었다.

Literature has been repeatedly recognized as an effective source of authentic materials in EFL classrooms. Literature exposes learners to coherent and expert writing which can enable them to write better and facilitates students’ creative writing skills. The purpose of this study was to investigate the teaching procedures of using short fiction in a Korean high school EFL course in which English writing and reading skills are integrated and to provide pedagogical suggestions for using authentic literature in EFL classrooms. First, this paper introduces a theoretical discussion of the advantages of using short fiction in an English writing instruction, and discusses reasons for selecting the Korean short novel Dongbackkot and the English short story “Araby” as resources for writing. After that pedagogical steps with practical classroom activities are described. We hope that the pedagogical suggestions provided here may inspire English teachers to design their teaching materials using appropriate literary texts to improve their students’ English essay writing and balanced communication skills.

This is a longitudinal case study using a mixed-methods research design to track how two Korean university students improved their English writing competence over one year with the aid of automated writing evaluation (AWE) program, Criterion. The participants wrote essays outside of class every month for one year, submitting first and later second drafts. The participants completed a TOEIC writing test at the beginning and end of the study; students’ reflections on their writing development, obtained through interviews and journal entries, were also examined. A comparison of scores, errors, and quantitative measures of fluency and grammatical complexity indicated writing improvement. Both participants used Criterion feedback effectively to render informed judgments and valid corrections. Essay revision based on Criterion feedback yielded more self-directed learning and greater comfort with writing in content courses. It is suggested that the effect of AWE feedback transfers to long-term improvement. The results point to the potential benefit of AWE use in individual out-of-class writing practices.

While learners may have access to reference tools during second language (L2) writing, the latest developments in machine translation (MT), such as Google Translate requires examination as to how using the tool may factor into the second language learners’ writing products. To this end, the purpose of this study was to examine how MT may have an effect on L2 learners’ writing products relative to when writers wrote directly in L2, or translated a text to English from Korean. EFL university learners were asked to write for prompts that were counterbalanced for three writing modes and three writing topics. The learners’ writing products were analyzed with Coh-Metrix to provide information on text characteristics at the multilevel. The results indicate that MT could facilitate the learners to improve fluency and cohesion, produce syntactically complex sentences, and write concrete words to express their target messages. Pedagogical implications are provided for how MT can be used to improve the quality of the L2 learners’ writing products.

This study examined the language choice for modality patterns to express the degree of probability specifically in email texts based on Systemic Functional Grammar (SFG) analytical framework. Participants were students enrolled in an English writing composition course at an online-based Korean university. They were required to write an email thanking their professor, in which they stated their future plans (definite or indefinite) with a degree of probability. The text analysis was compared with two groups of students' scores (high-scoring group n=40 and low-scoring group n=29), based on an assessment of the course assignment. After building up two learner corpora, UAM Corpus Tool version 3.0 was used to analyze the language choice closely using a modality system of the SFG framework. The high-scoring group showed more range and frequency in the use of modal verbs combined with a modal Adjunct or another modal expression. Explicit teaching on the importance of expressing the appropriate degree of probability using a range of modality devices, rather than relying heavily on the primary modality (choice of modal verbs) is highlighted as a pedagogical implication.

중국의 현당대 문학사 안에서 1920년대 초의 신문학론과 작품창작은 대체로 이론 발생 후 이론과 어울리는 작품들이 다수 창작되는 것으로 서술되었다. 그러나 실제로 이에 관한 동시 기적 진술 중에 이와는 다른 맥락의 서술이 존재한다. 이는 중국의 신문학-오사문학-현대문 학으로 이어지는 개념의 발생 당시부터 현재까지 인위적이면서도 강제적인 개념화 작업이 이루어짐에 따라 예외적 진술을 삭제한 결과일 수 있다. 동시에 ‘새로운’ 문학으로의 질적인 변화를 철저하게 추구하는 혁명으로서의 이론과는 충돌하는, 신문학론 자체에 내재 된 중도개 량적 특성이 이론을 구체적으로 응용한 높은 수준의 작품을 창작하는 데 있어 장애로 작용할 가능성이 있다. 이에 본고는 루융헝의 『중국 신문학 개론』에서 보이는 ‘신문학 위기론’을 통해 실제 동시기에도 이에 관한 문제의식이 존재했었음을 서술하였다.

The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

This study sought to investigate factors affecting the English writing performance of 30 Korean ESL students overseas. Also, examined were the relationship between L1 and L2 education levels and L2 writing performance, the relationship between English language proficiency and L2 writing performance and between length of residence and L2 writing performance. The participants were asked to write essays in their L1 and L2 along with a questionnaire. To analyze the data, two-way ANOVA and correlation were performed. The results showed there was no significant relation between L1 educational level and L2 writing performance, but there was a significant relation between L2 educational level and L2 writing performance. Also, English language proficiency and L2 writing performance were highly correlated. The length of residence of the participants in the U.S. and their L2 writing performance showed a weak correlation. Similarly, their L1 writing performance was not related to their L2 writing performance. These imply that students need to have adequate proficiency of English to write in their L2, and they need to receive a considerate number of years of formal education in their L2 for the success of L2 writing.

In this paper I examine the controversy about the shift of writing systems in Azerbaijan and five Central Asian countries. The transition from Cyrillic to Latin alphabet is important as a symbol of elimination of Soviet traditions, independence from Russia, revival of national identity, facilitation of informations in the West, and contact with the Western civilization. Currently, Azerbaijan, Uzbekistan and Turkmenistan have implemented a transition to Latin alphabet. The shift of the writing system in Azerbaijan is the most successful, followed by Turkmenistan. Uzbekistan is regarded as having half success, since both of Latin and Cyrillic alphabets still co-exist. Among the remaining three central Asian countries, Kazakhstan has been actively promoting the conversion to Latin alphabet, planning to complete the conversion by 2025, but there will be many obstacles to its realization. In other words, they need to overcome the opposition of many Russians, Russian speakers, and the Russian Federation. Also an initiative of the second president Tokaev, who was appointed in March 2019, is uncertain. In Kyrgyzstan, there have been no attempts of conversion until recently, but it is also possible to begin discussions regarding the shift of the writing system by looking at geopolitical situations including Kazakhstan's experience. In Tajikistan, unlike other countries, the transition to the Arabic-Persian alphabet is discussed. A successful transition of the writing system in Kyrgyzstan and Tajikistan will depend on the relationship with the Russian government. As a result, the change of writing system depends on the external relationship with Russia, financial conditions, and agreement between the Russian-speaking and young generations.

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

This study investigated EFL college students’ culture-related templates of written texts along the possibility of inter-cultural transfer. We designed a case study to explore how certain cultural assumptions contribute to EFL students’ rhetorical decisions while writing an argumentative writing. The participants were four EFL college students. Multiple data sources include background questionnaires, argumentative essays, and in-depth retrospective interviews. To analyze rhetorical choices in the participants’ writing, we identified choices of argumentation subtypes, and introduction and conclusion components. We also categorized the location of the writer’s main claim and thesis statement. The interview data were qualitatively analyzed to see what rhetorical resources participants draw from the cultural/educational contexts, and which factors had influenced the participants’ rhetorical strategy. Data analyses indicate that each participant manipulated different rhetorical structures to strengthen the rhetorical impact of their writing. Indeed, the complex constellation of individual participants’ cultural resources was at play in their L2 writing. This study contributes to our understanding of the rhetorical templates of L2 texts as constructs that are always in process, and therefore adaptable and negotiable.

This corpus-driven longitudinal study investigates the structural use of lexical bundles in published research article (RA) introductions in applied linguistics written by English experts and Korean graduate students across two different levels of study. Frequency-based bundles were retrieved from a corpus of 200 published RA introductions and two corpora of 46 and 49 introductions of term papers written at two time points of the first and fourth semester of graduate course. In a further step, the structures of the bundles in different rhetorical moves of RA introductions were analyzed to reveal the developmental patterns in bundle use. The analyses show that the Korean graduate students are in the developmental process of academic writing featured by a shift from clausal style to phrasal style as their academic level advances. The results also suggest that the students have difficulty in appropriate bundle use in specific rhetorical moves even at the later academic level of graduate coursework. The pedagogical implications of L2 students’ developmental order are discussed.

Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical diversity, density, sophistication, and fluency. Detailed text analysis can identify these elements in EFL students' academic writing. The correlation analysis showed that the use of lexical diversity, sophistication, and fluency all affect writing quality and can be seen differently in a text depending on different score ranges, vocabulary knowledge and linguistic performance. Further, the regression analysis revealed that the lexical sophistication was found to be the most significant predictor that contributes to writing quality. In sum, the lexical richness displayed in written text is a result of a person’s underlying vocabulary knowledge. This study ends with a pedagogical implication for teaching lexical richness in EFL academic coursework.

The phenomenon of incomplete correspondence between writing and language units is widespread in the Dongba Scripture The White Bat’s Search for Sacred Books. This paper makes a comprehensive analysis and investigation of the incomplete correspondence in the Scripture, and then summarizes several common types and gives examples. This paper hopes to provide a reference for scholars to understand Chinese characters and other mature hieroglyphs in the early stage.

이 논문은 실용 학문 전공 Z세대 학습자를 위한 글쓰기 수업 사례를 소개하기 위한 것이다. 이 를 통해서 실용 학문 학습자인 Z세대에게 보다 활용 가능한 글쓰기 수업에 대한 논쟁을 부각시 키고자 한다. 여기서 Z세대란 1995년부터 2005년 사이에 출생하여 청년기를 보내는 연령층으로 한정한다. 또한 실용 학문 전공 학습자란 인문학과 거리가 있는 취업 전략에 맞게 설계된 교육과정에 투입된 학습자를 의미한다. 이 논의는 한국의 젊은이들이 취업을 위해 고등교육을 선택하는 사례가 늘고 있어 시사적이다. 이 논의를 위해서 한국 대학이 놓인 상황 점검이 필수적이다. Z세대가 현재 한국에서 대부분 대학생활을 영위하고 있기 때문이다. 구체적으로 대학이 진리의 상아탑을 지킬 것이냐 아니면 취업을 위한 관문이 될 것이냐 하는 오래된 쟁점을 포함 한다. 교양의 강화 정책, 기대 수명 연장으로 인한 학습자들의 변화를 두루 아우를 것이다. 그런 다음 실용 학문 전공 학습자들을 위한 본격적인 논의에 착수할 수 있다. 글쓰기 교과는 교양이 냐 취업이냐 사이에서 사고 교육과 직무 교육의 길항관계를 모색하는 과정에 있다. 이 논문은 실제 현장을 토대로 하여 글쓰기 수업의 목표와 범위를 기술하고 내용과 방법을 상세히 할 것 이다. 그 과정에서 글쓰기 수업의 전망과 방향을 타진하여 앞으로 대학 교양 과정 글쓰기 수업 설계의 밑그림을 제공하고자 한다. 이 논문은 현대 사회 글쓰기의 중요성을 강조하고 대학 글쓰기 교육의 확산을 위한 강력한 제언을 담았다는 점에서 의의가 있다.

The present study examines the usage patterns of stance that constructions in Korean EFL learners' written corpora by two different proficiency groups (KEFL 1, KEFL 2) to figure out some developmental features of marking stance in L2 academic prose. Focusing on three main categories (stance verbs, adjectives, and nouns) controlling stance that clauses, the study compares the frequency of each feature by the categories and their subcategories across the corpora. Employing both quantitative and qualitative analyses, the study found a marked developmental path across the corpora as a cross-sectional study. Indeed, less proficient L2 learners tended to use spoken involvement features as ‘a subjective transmitter’, emphasizing the writer's view only with a private authorial voice. However, more advanced learners showed remarkable features as ‘an objective interpreter’ with more implicitly detached stances. Despite a few chunk expressions considered as being memorized, more complex grammatical resources appropriate for academic discourse were observed. Finally, as the final stage, this study suggests ‘a refined stance-taker’ referring to an expert writer in the academic discourse community, which may be devoid in untrained native speakers' writing. In accordance with the need for university students to transition into more advanced academic discourse sooner, this study provides some practical insights into teaching and learning of stance patterns in using that complement clauses in English academic discourse.

Although the use of Grammatical Metaphor (GM) has been regarded as one of the representative features of academic writing in the framework of Systemic Functional Linguistics (SFL), not many studies have explored its role in second or foreign language writers’ writing quality. This study aimed to discover the potential relationship between GM development and argumentative writing quality of advanced Korean EFL learners, while controlling for their overall language proficiency and reading comprehension ability. The findings from this study unveiled significant contribution of the use of both premature and mature GM and also identified transcategorization as the specific GM that has relatively stronger predictability of writing quality. The results from current research yield meaningful pedagogical implications for writing instruction in Korean EFL contexts.

This paper explores a group of lexical bundles identified in a corpus of research article (RA) introductions in applied linguistics written by native speakers of English and second Korean learners of English for Academic Purposes (EAP). In a further step in this analysis these lexical bundles were matched to the moves and steps which fulfill communicative functions of RA introductions (Swales, 2004). The findings show that considerably different lexical bundles were used in each step in the two corpora while some lexical bundles were exclusively identified in one step in a move. In addition, it was found that two groups of writers have different priorities for selecting lexical bundles in terms of function in each move/step. This study provides pedagogical implications by establishing English experts’ bundle-move connection as a yardstick for EAP writing instruction. Longitudinal analysis of the emerging patterns is needed in the future studies.