초록 열기/닫기 버튼
This study investigates the connection between oral and written persuasive discourses developed by instructional activities based on genre commonalities. Specifically, the study examines (a) the effects of instruction based on persuasive genre characteristics (e.g., information structure, text organization, and lexical usage) on students’ English speech ability and (b) whether the developments in English speech are transferred to persuasive English writing ability. Thirty Korean high school students participated in a 10-week, 20-session English speech program. In every session, the participants performed a one-minute speech and were given evaluation and feedback. They also submitted five pieces of persuasive English writing with a 5-week time interval. Neither evaluation or feedback was given to the students’ writing. The study results indicate a) instruction based on common genre characteristics improved English speech in the aspects of organization, content, grammar, verbal expressions, and vocal and physical expression, b) participants’ persuasive writing was also improved except grammar, c) participants’ speech and writing showed similarities in various categories such as structure, content, and lexical usage. The results suggest that the participants apply their discourse knowledge from one mode of language to the other mode if the two modes share genre commonalities.
키워드열기/닫기 버튼
speaking-writing connection, English speech, persuasive English writing
