신동광. (2018). 영어 입력 모드의 차이에 따른 요약쓰기의 어휘적 특성 비교. 외국학연구, 46, 39-66.
Shin, D. (2018). An investigation of lexical features in the writing of ‘Dicto-comps’ and ‘Summaries’. The Journal of Foreign Studies, 46, 39-66.
Previous research has shown that writing may overload working memory compared with listening and reading. Those studies, however, have failed to statistically distinguish the difference between listening and reading in terms of the load of working memory. By analyzing writing products of ‘Dicto-comps (input through listening)’ and ‘Summaries (input through reading),’ it was examined as to how many of the words in the original text used in the source of input could be transferred to writing. For this purpose, 50 university students participated in the two types of writing tasks. The results of the study were different from the initial hypothesis that fewer words would be recalled in the summarizing task in comparison to the dicto-comp task. It was statistically proved that the dicto-comp tasks had helped the learners to more easily transfer the lexical items that they had heard in the input to their writing products. These results imply that reading may overload working memory more than listening. That is, decoding letters can be expected to be an extra cognitive burden when reading. Additional analysis for variables, such as, ‘similarity of adjacent sentence syntax,’ ‘age of acquisition for content words,’ ‘familiarity for content words,’ and ‘Coh-Metrix L2 readabiliy’ were found to have significant effects on the recall of vocabulary when summarizing for the original text read. Some pedagogical implications and suggestions (e.g. measuring L2 productive vocabulary knowledge) for further research are provided based on the results of the study.
Keywords: Dicto-comp, Summary, Working Memory, Coh-Metrix, Lexical Features
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Shin (2018b).pdf