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Changes of the Expression and Content in the Essay Writing Process of Japanese Language Learners: Comparison of the Essay before and after Peer Response

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2019, (62), pp.5-23
  • DOI : 10.14817/jlak.2019.62.5
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : September 28, 2019
  • Accepted : November 14, 2019
  • Published : December 20, 2019

Komatsu Nana 1

1고려대학교

Accredited

ABSTRACT

In this study, I aim to examine the changes of expression and content in the essay writing process of Japanese language learners before and after peer response. To do this, I made a comparison of the frequently appearing words before and after peer response and analyzed the changes of the use of those words quantitatively and qualitatively. Firstly, regarding the essays on the subject of “Korea and Japan”, there were some differences in the use of several words related to “country”, “difference”, “common point” and “comparison” before and after peer response. There were similar numbers of essays containing the words related to “country”, “difference” and “common point” before and after peer response. However, the number of the essays containing the words related to “comparison” increased after peer response. These results showed that the Japanese language learners frequently used comparative expressions to explain their thoughts in orderly sequence and summarize them in the revised essays. Next, regarding the essays on the subject of “Myself and Japanese”, changes in the number of the use of the words related to “negative evaluation” and “future and career” were observed. Among the essays containing the words related to “positive evaluation”, “negative evaluation” and “future and career”, the number of the essays containing the words related to “negative evaluation” decreased after peer response, but the number of essays containing the words related to “future and career” increased. These results showed that the Japanese language learners placed an emphasis on their vision after overcoming difficulties rather than on the difficulty in Japanese language after peer response. My results suggest that the reason for such changes in the essays is that the Japanese language learners have come to objectively review their essays from their readers’ viewpoint through peer response.

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