한국 EFL 학습자와 원어민의 내러티브 작문에 대한 코퍼스 기반 장르 분석
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A Corpus-assisted Genre Analysis of Narrative Essays of Korean EFL Learners and Native English Speakers The purpose of this study is to analyze and compare narrative essays of Korean EFL learners and native-English speakers. While there have been multiple theses written about academic text types such as argumentative essays, there appear too few if any studies that have focused on narrative essays. There has also been an urgent need for learner corpora which represent academic text types other than argumentative essays such as narrative essays. This study investigated how Korean EFL learners and native-English speakers construct their narrative essays differently to achieve the same communicative purpose through a hand-tagged move analysis and a computerized analysis of lexico-grammatical features of texts. Five recurrent moves were identified, namely, prologue, describing overall background or setting of the story, describing the major event, describing one's feelings, and epilogue. As for the construction of moves, Korean and NS writers did not show a meaningful difference in the preference of moves and move sequence. Both the Korean writers and NS writers appeared to prefer move 2(describing overall background or setting of the story), move 3(describing the major event), and move 5(epilogue), and they also appeared to prefer the move sequence of 'describing overall background or setting of the story- describing the major event- epilogue moves.' With regard to the lexico-grammatical features of the texts, compared to the NS writers, the Korean writers appeared to use vocabularies and expressions that show some features of spoken language, and they also appeared to lack the ability to use some of the vocabularies and expressions frequently used by the NS writers. The results of this study call for the need to enhance Korean EFL learners' awareness regarding the lexico-grammatical use previously mentioned so that they can meet necessary genre conventions and reader expectations for effective communication with readers. Second language composition classes can offer move or lexico-grammatical analysis practices both explicitly and implicitly, helping learners experience other cultures' genre conventions.