대학생 영어 글쓰기 오류 분석 결과 활용을 위한 선행 연구의 비판적 고찰

Abstract

Although error analysis (EA) research on English learners is one of the most pivotal areas in English education, the research findings of a few decades are not effectively utilized. To answer research questions triggered by the awareness of the problem, this study critically synthesizes domestic studies over the past 20 years that analyzed English writing errors of college students. First, the current study identified common patterns of English writing errors made by college students. Second, the study examined the difficulties involved in summarizing the accumulated research results for practical use, including the differences in the error classification system and the differing criteria for defining English proficiency of learners. The implications for future research are discussed as well as strategies for providing easier access to EA research findings for those outside of academia.