An Analysis of Referential Use in Korean EFL Learners’ Argumentative Essays
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This study aims to investigate how Korean EFL college students’ argumentative essays are similar to or different from those of native English speakers (NES) in the use of reference, with the consideration of Korean students’ level of English proficiency. It employed both quantitative and qualitative analyses to examine referential use for establishing textual cohesion of written discourse. The participants were 30 native English speakers and 61 Korean EFL college students, with 31 high proficiency students and 30 low proficiency students. Detailed examination on the use of referential devices revealed important findings. For example, the syntactic role of the reference influenced the relative difficulty for the Korean EFL students. When referring to nominal items, whereas the Korean EFL students did as well as the NES in referential choices in subject positions, they underused references in other syntactic roles, such as object and possessive positions. They also made different referential choices in one of the major functions of demonstratives. That is, whereas the NES mostly used demonstrative this when referring to extended text in the preceding discourse, both levels of the Korean EFL students preferred pronoun it for such function. The present study holds important pedagogical implications with regard to L2 writing pedagogy.
Abstract
This study aims to investigate how Korean EFL college students’ argumentative essays are similar to or different from those of native English speakers (NES) in the use of reference, with the consideration of Korean students’ level of English proficiency. It employed both quantitative and qualitative analyses to examine referential use for establishing textual cohesion of written discourse. The participants were 30 native English speakers and 61 Korean EFL college students, with 31 high proficiency students and 30 low proficiency students. Detailed examination on the use of referential devices revealed important findings. For example, the syntactic role of the reference influenced the relative difficulty for the Korean EFL students. When referring to nominal items, whereas the Korean EFL students did as well as the NES in referential choices in subject positions, they underused references in other syntactic roles, such as object and possessive positions. They also made different referential choices in one of the major functions of demonstratives. That is, whereas the NES mostly used demonstrative this when referring to extended text in the preceding discourse, both levels of the Korean EFL students preferred pronoun it for such function. The present study holds important pedagogical implications with regard to L2 writing pedagogy.
참고문헌 (20)
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