This study aimed to explore the etfect of translated writing on English writing performance of Korean learners of English and their perceptions on translated writing in comparison with direct writing depending on their English proficiency level. A total of 75 male high school students were divided into two groups according to their L2 writing expertise and were asked to perform two ditferent writing tasks: 1) write directly in English (direct writing), and 2) write in Korean first and then translate the draft into English (translated writing). 136 written compositions (68 direct writing samples and 68 translated writing samples each) from 68 students were selected for analytical scoring and T-Unit analysis. The 68 students also filled a survey questionnaire which asked which type of writing was preferred for their English writing. The results showed that the performance of the direct writing was significantly better than that of the translated writing for hjghlevel writers, while there were no great ditferences among low-Ievel writers between the two writing tasks. T-Unit analysis revealed that syntactic complexity between direct and translated writings by two proficiency groups did not yield any statistically significant ditferences, and more students preferred translated writing to di rect writi ng in general. 8ased on the results, pedagogical implications are suggested.

I. 서론
II. L2 작문에서의 L1 활용의 이론적 고찰
    1. L2 작문에 서 의 모국어 영향에 관한 연 구
    2. L2 작문의 인지적 과정
    3 . 주목하기 가설 (Noticing Hypothesis)과 발화가설 (Pushed OutputHypothesis)
III. 연구 방법 
    1 연구 참가자
    2. 연구 도구 및 방법
IV. 결과 및 논의
    1. 언어 능숙도에 따른 작문 유형별 분석적 채점 결과
    2. 언어 능숙도에 따른 학생 작문 샘플 분석 결과
    3. 영어 능숙도와 글쓰기 유형에 따른 통사적 복잡도
    4. 영어 능숙도에 따른 학습자들의 글쓰기 유형 선호도
V. 결론 및 제언 
참고문헌

• 황명환(권선고등학교) | Hwang Myung Hwan
• 이희경(연세대학교 교육대학원 영어교육 전공) | Hee-Kyung Lee