A Corpus-based Study on Chinese College Students’ Personal References in Argumentative Essays
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초록
Personal reference, one of the most important cohesion feature in text has aroused tremendous attentions in English writing literature. Previous studies, however, have reported mixed results with some researchers finding that ESL students tend to use first-person pronouns much more frequently than their L1 English counterparts (Cobb, 2003; McCrostie, 2008; Paquot，Hasselgard, & Ebeling, 2011; Petch-Tyson, 1998) and others reporting that L2 students' texts include far fewer first-person pronouns/determiners than L1 student papers (Lee & Deakin, 2016; Leedham, 2015). Besides these inconsistent findings, research on how Chinese students as EFL learners utilize cohesive devices and in what extent they differ from L1 English speakers remain insufficient in terms of empirical studies. This article, with Halliday and Hason’s cohesive theory as the framework, employing AntConc3.4.4 to retrieve argumentative essays in TECCL and LOCNESS for data collecting and analysis, aims to find out how Chinese college students and native college students differ in using personal references in their argumentative essays. The results of the analysis displayed a significant difference of personal references as cohesive devices between Chinese college students and English native college students. A further exploration of plural pronoun “we” showed that Chinese students lacked varieties concerning the collocation features of “we” compared with native students. Their weak cognitive identification on the function of cohesive devices, English writing proficiency may cause the collocation features and differences.
Abstract
Personal reference, one of the most important cohesion feature in text has aroused tremendous attentions in English writing literature. Previous studies, however, have reported mixed results with some researchers finding that ESL students tend to use first-person pronouns much more frequently than their L1 English counterparts (Cobb, 2003; McCrostie, 2008; Paquot，Hasselgard, & Ebeling, 2011; Petch-Tyson, 1998) and others reporting that L2 students' texts include far fewer first-person pronouns/determiners than L1 student papers (Lee & Deakin, 2016; Leedham, 2015). Besides these inconsistent findings, research on how Chinese students as EFL learners utilize cohesive devices and in what extent they differ from L1 English speakers remain insufficient in terms of empirical studies. This article, with Halliday and Hason’s cohesive theory as the framework, employing AntConc3.4.4 to retrieve argumentative essays in TECCL and LOCNESS for data collecting and analysis, aims to find out how Chinese college students and native college students differ in using personal references in their argumentative essays. The results of the analysis displayed a significant difference of personal references as cohesive devices between Chinese college students and English native college students. A further exploration of plural pronoun “we” showed that Chinese students lacked varieties concerning the collocation features of “we” compared with native students. Their weak cognitive identification on the function of cohesive devices, English writing proficiency may cause the collocation features and differences.
참고문헌 (35)
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