Does Reading Mediate the Relation Between Productive Vocabulary and Writing or Is It the Other Way Around?

서지정보

ㆍ발행기관 : 한국영어교육학회 ㆍ수록지정보 : 영어교육 / 78권 / 4호
ㆍ저자명 : Youngsun Moon, Yusun Kang

목차

1. INTRODUCTION
2. LITERATURE REVIEW
2.1. Reading and Writing
2.2. Receptive and Productive Skills
2.3. Present Study
3. METHODOLOGY
3.1. Participants
3.2. Measures
3.3. Data Analysis
4. RESULTS
5. DISCUSSION

영어 초록

This study investigated whether the framework of writing for English learners should be guided by the well-established reading-writing relation or by the receptive and productive nature of literacy skills. The writings of 209 advanced English learners in Korea were analyzed in relation to receptive and productive vocabulary knowledge and reading comprehension while controlling for writing fluency. Two sets of structural equation models were fitted: (1) productive skills (productive vocabulary and writing fluency) mediating receptive skills (receptive vocabulary and reading) and (2) reading mediating receptive and productive vocabulary knowledge. The results supported the second model in which reading completely mediated the contribution of receptive and productive vocabulary to writing. Although there were no direct effects of receptive and productive vocabulary knowledge, both had significant indirect effects on writing through reading and writing fluency. These results show that reading has a strong direct effect on writing above and beyond vocabulary, and that vocabulary knowledge contributes to writing development through reading.

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