The Use of Conditionals in Korean College EFL Students' Writing
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Park, Yong-Yae. 2010. The use of conditionals in Korean college EFL students' writing. Discourse and Cognition 17(1), 45-67. This study investigates the use of conditionals in Korean college EFL students' writing. The data for the study consists of 45 college students' argumentative and narrative writing pieces, i.e., 45 for each type. Using the data, first, the frequency and the distribution of conditionals were examined. Next, the use of if conditionals was coded, adopting Celce-Murcia and Larsen-Freeman's (1999) semantic categorization and Ford and Thompson's (1986) functional categories. The results show, first, a strikingly high frequency of if conditionals in argumentative writing, almost one in every piece. Then, the analysis of the semantic categories used indicates that factual conditionals occur most frequently, which is somewhat similar to the pattern native speakers show. Lastly, as for the functions of conditionals, the students tend to resort to conditionals for the function of repeating the preceding text as a cohesive device unlike native speakers' use or for the functions not reported in the native speakers' writing, reflecting their novice writing style. (Seoul National University)
Abstract
Park, Yong-Yae. 2010. The use of conditionals in Korean college EFL students' writing. Discourse and Cognition 17(1), 45-67. This study investigates the use of conditionals in Korean college EFL students' writing. The data for the study consists of 45 college students' argumentative and narrative writing pieces, i.e., 45 for each type. Using the data, first, the frequency and the distribution of conditionals were examined. Next, the use of if conditionals was coded, adopting Celce-Murcia and Larsen-Freeman's (1999) semantic categorization and Ford and Thompson's (1986) functional categories. The results show, first, a strikingly high frequency of if conditionals in argumentative writing, almost one in every piece. Then, the analysis of the semantic categories used indicates that factual conditionals occur most frequently, which is somewhat similar to the pattern native speakers show. Lastly, as for the functions of conditionals, the students tend to resort to conditionals for the function of repeating the preceding text as a cohesive device unlike native speakers' use or for the functions not reported in the native speakers' writing, reflecting their novice writing style. (Seoul National University)
참고문헌 (15)
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