Grammar for E-mail Act: Corpus-based Analysis of Native and Non-native Speakers’ E-mails
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In this comtemporary globalized era, the significance of writing e-mails has grown, and it has become one of the most frequent question items for English proficiency tests. Indeed, the communication between the faculty and students in U.S.A is largely done through exchanging e-mails. "E-mail Act" suggested by Cohen & Carvalho (2004) classifies e-mails into a pattern of “Speech Act” (Austin, 1962) thereby implying that writing e-mails can be categorized into a separate area for explicit teaching. To suggest that there are important grammatical features when devising pedagogical methods for writing e-mails, this research compiles four different corpora including the English native graduate students’ email corpus, the nonnative students’ email corpus, the business letter corpus, and the business e-mail corpus. Through examining cross-comparisons of these resources, this study investigates some pragmatic and grammatical similarities as well as differences. The research shows meaningful corpus data which implies that there are usage differences of grammar structure, word choice, and pragmatic strategies across different groups of corpora. The research outcomes can help non-native English speakers become aware of the grammar in e-mails to avoid “the risk of not being perceived as appropriately e-polite (Biesenbach-Lucas, 2007)” unintentionally.
Abstract
In this comtemporary globalized era, the significance of writing e-mails has grown, and it has become one of the most frequent question items for English proficiency tests. Indeed, the communication between the faculty and students in U.S.A is largely done through exchanging e-mails. "E-mail Act" suggested by Cohen & Carvalho (2004) classifies e-mails into a pattern of “Speech Act” (Austin, 1962) thereby implying that writing e-mails can be categorized into a separate area for explicit teaching. To suggest that there are important grammatical features when devising pedagogical methods for writing e-mails, this research compiles four different corpora including the English native graduate students’ email corpus, the nonnative students’ email corpus, the business letter corpus, and the business e-mail corpus. Through examining cross-comparisons of these resources, this study investigates some pragmatic and grammatical similarities as well as differences. The research shows meaningful corpus data which implies that there are usage differences of grammar structure, word choice, and pragmatic strategies across different groups of corpora. The research outcomes can help non-native English speakers become aware of the grammar in e-mails to avoid “the risk of not being perceived as appropriately e-polite (Biesenbach-Lucas, 2007)” unintentionally.
참고문헌 (11)
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