Korean EFL Learners' Use of Tense and Tense Alternating Strategies in English Oral Discourse
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The present study aims to examine Korean EFL learners’ ability to achieve discourse cohesion in English through appropriate use of tense and utilization of tense alternating strategies, and how the language-specific aspects of tense system in their L1 may be evident in their L2 performance. Analyses examine oral narratives produced by Korean adult EFL learners (N=12) in L1 (Korean) and L2 (English) and adult American native English speakers (N=12), using “frog story” picturebook prompt. Quantitative analyses of the narratives highlighted the overall difficulties Korean EFL learners may have in establishing and maintaining an anchor tense in an extended oral discourse. Qualitative discourse analysis revealed that although the native English speakers’ and Korean EFL learners’ tense alternating strategies in their L1s were motivated by similar thematic and stylistic purposes, the Koreans were not able to transfer such discourse skills from their L1 to L2, thus failing to enact discourse functions through effective use of tense alternating strategies as they did in their L1 discourse. The findings from this study hold important implications for helping Korean EFL learners develop pragmatic skills in English oral extended discourse
Abstract
The present study aims to examine Korean EFL learners’ ability to achieve discourse cohesion in English through appropriate use of tense and utilization of tense alternating strategies, and how the language-specific aspects of tense system in their L1 may be evident in their L2 performance. Analyses examine oral narratives produced by Korean adult EFL learners (N=12) in L1 (Korean) and L2 (English) and adult American native English speakers (N=12), using “frog story” picturebook prompt. Quantitative analyses of the narratives highlighted the overall difficulties Korean EFL learners may have in establishing and maintaining an anchor tense in an extended oral discourse. Qualitative discourse analysis revealed that although the native English speakers’ and Korean EFL learners’ tense alternating strategies in their L1s were motivated by similar thematic and stylistic purposes, the Koreans were not able to transfer such discourse skills from their L1 to L2, thus failing to enact discourse functions through effective use of tense alternating strategies as they did in their L1 discourse. The findings from this study hold important implications for helping Korean EFL learners develop pragmatic skills in English oral extended discourse
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