영어 학습자의 명사화 구문 사용 연구

Nominalization in L2 learners’ written English.

This study examines the nominalization construction in Korean college students’ written English, focusing on the interaction of text types and learners’ English levels with the use of the target construction. A small sub-corpus compiled out of the Yonsei English Learner Corpus was analyzed, producing the following results. Firstly, the token frequency and diversity of nominalization were shown to be related with the learners’ English proficiency as well as text types. Secondly, the cohesive function of nominalization did not exhibit a strong relation with either text types or learners’ English proficiency. Acquisition of the cohesive function of nominalization appears to be a demanding task even for high proficiency learners, justifying a provision of explicit instruction on its form and function. Future research on the comprehension of nominalized structures and its effect on knowledge acquisition in various academic disciplines is suggested.