Advanced Korean EFL Learners' Use of Connectors in Written Discourse
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In written discourse, connectors are viewed as indicators of coherent texts, and most teaching materials for ESL/EFL writing present lists of connectors as a way of creating coherence between passages of a text. Thus, Korean EFL learners are expected to use connectors as a primary source of making their texts coherent. In light of this, this study examined the use of connectors in compositions written by Korean learners of English. 15 college students participated in this study and they were asked to write argumentative essays. Connectors found in the essays were counted to see frequency and distribution. This study also presented a brief comparison of the Korean learner's connector usage with that of English native speakers. It was observed that Korean EFL learners showed a strong tendency to overuse and underuse certain connectors, which implies that they have a limited set of repertoire and so they recycle the same connectors throughout their compositions. In addition, sentence initial 'and,' 'so,' and 'but' suggest that Korean EFL learners do not have proper register awareness for written discourse. Based on the findings, some pedagogical implications were discussed.
Abstract
In written discourse, connectors are viewed as indicators of coherent texts, and most teaching materials for ESL/EFL writing present lists of connectors as a way of creating coherence between passages of a text. Thus, Korean EFL learners are expected to use connectors as a primary source of making their texts coherent. In light of this, this study examined the use of connectors in compositions written by Korean learners of English. 15 college students participated in this study and they were asked to write argumentative essays. Connectors found in the essays were counted to see frequency and distribution. This study also presented a brief comparison of the Korean learner's connector usage with that of English native speakers. It was observed that Korean EFL learners showed a strong tendency to overuse and underuse certain connectors, which implies that they have a limited set of repertoire and so they recycle the same connectors throughout their compositions. In addition, sentence initial 'and,' 'so,' and 'but' suggest that Korean EFL learners do not have proper register awareness for written discourse. Based on the findings, some pedagogical implications were discussed.
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