An N-gram Analysis of Asian Learners’ Writing: Focusing on Grammatical and Functional Perspectives
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The purpose of the study is to investigate how Asian learners use formulaic sequence of language in their writing. Formulaic sequences, i.e., n-grams are considered to be one of the criteria for determining learners’ natural language use. Asian learners’ essays are explored in terms of grammatical and functional perspectives to illustrate their particular patterns of language use. To this end, the study analyses Korean, Chinese and Japanese learners’ academic essays found in the International Corpus of Learner English. It is found that Asian learners over-/under-use certain n-grams. From a viewpoint of grammatical structure, they overuse clause-related n-grams, such as I think this is. From a functional perspective, the category Other is significantly overused. It indicates that Asian learners prefer to use n-grams not included as Referential, Text organizer, or Stance which native speakers often use
Abstract
The purpose of the study is to investigate how Asian learners use formulaic sequence of language in their writing. Formulaic sequences, i.e., n-grams are considered to be one of the criteria for determining learners’ natural language use. Asian learners’ essays are explored in terms of grammatical and functional perspectives to illustrate their particular patterns of language use. To this end, the study analyses Korean, Chinese and Japanese learners’ academic essays found in the International Corpus of Learner English. It is found that Asian learners over-/under-use certain n-grams. From a viewpoint of grammatical structure, they overuse clause-related n-grams, such as I think this is. From a functional perspective, the category Other is significantly overused. It indicates that Asian learners prefer to use n-grams not included as Referential, Text organizer, or Stance which native speakers often use
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