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국회도서관 홈으로 정보검색 소장정보 검색

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동의어 포함

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This research investigates how L2 learners’ writing performance varies across genres and proficiency levels, using complexity, accuracy, and fluency (CAF) and discourse-level indices. Drawing on the Gachon Learner Corpus (GLC) of 692 students, each student completing both an argumentative and a descriptive essay, 29 linguistic measures were systematically analyzed. Proficiency was categorized into three bands (Low, Intermediate, Advanced) based on self-reported TOEIC scores mapped to CEFR levels. A repeated-measures multivariate analysis was conducted to examine the effects of genre (within-subject), proficiency (between-subject), and their interaction. Results indicate robust genre effects across CAF dimensions, with argumentative essays trending toward greater lexical complexity with a less narrative style, while descriptive essays were slightly longer, more accurate but also less syntactically complex. Proficiency effects were much smaller, where only total word length showed a consistent main effect. Finally, interaction effect was significant at the omnibus level but non-significant at the index-level, and the simple effects results revealed that many genre contrasts were significant with at least a small effect size at only one or two proficiency levels, yielding non-linear patterns across proficiency. Implications for both L2 writing theory and research are discussed.