교양영어 학습자의 논증 글쓰기 오류 분석: 오류 분포와 문법 지식의 관계를 중심으로

초록

This study examined errors in 93 argumentative texts written by first-year students in a required general-English course. The texts were produced during a 25-minute in-class writing task without dictionaries or generative AI. Because most participants had little recent experience with English writing, the data represent the early writing of novice EFL writers. Using 16 categories covering grammar, lexis, and mechanics, the analysis identified 1,629 errors (16.98 per 100 words). Grammar errors were most common, particularly articles/determiners and sentence structure, followed by mechanical and lexical errors. Students with higher pre-writing grammar-quiz scores generally produced fewer errors, but correct answers on individual quiz items did not consistently correspond to the absence of related errors in writing. The texts also contained patterns that may reflect Korean influence, including omitted subjects, topic-prominent constructions, literal lexical choices, and non-target collocations. These findings suggest that general-English writing instruction should combine explicit attention to frequent forms with repeated opportunities to use them in extended writing. The study provides classroom-based baseline data for future work on writing instruction and feedback.

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