A Comparison of Discourse Organizational Patterns in English and Korean Thank-you-notes
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Due to different discourse organizational patterns between western and Asian societies, Koreans tend to hold their intention to the end of their discourse while Americans clarify their purpose from the beginning. The different rhetoric structures of language learners’ L1 are claimed to have an impact on their written discourses of L2. This study explored how secondary Korean students project their inductive discourse patterns into their informal writings―thank-you-notes―in En¬glish and Korean in comparison with American students, who are considered to follow the deduc¬tive pattern. Twenty-four American college students wrote a thank-you-note to an imagery person/ object, and 30 Korean students wrote a thank-you-note first in English and later in Korean. Out of the collected 84 written samples, 50 samples, 16 from the American students and 34 from the Ko¬rean students, were examined for the final analysis. The results showed all the American students except two put their thesis statement at the beginning. On the contrary, almost half of the Korean students expressed their main idea at the end of the English thank-you-notes. This discrepancy might indicate Korean students’ tendency of organizing the discourse structure in an inductive way as opposed to American students’ strong preference of the deductive style.
Abstract
Due to different discourse organizational patterns between western and Asian societies, Koreans tend to hold their intention to the end of their discourse while Americans clarify their purpose from the beginning. The different rhetoric structures of language learners’ L1 are claimed to have an impact on their written discourses of L2. This study explored how secondary Korean students project their inductive discourse patterns into their informal writings―thank-you-notes―in En¬glish and Korean in comparison with American students, who are considered to follow the deduc¬tive pattern. Twenty-four American college students wrote a thank-you-note to an imagery person/ object, and 30 Korean students wrote a thank-you-note first in English and later in Korean. Out of the collected 84 written samples, 50 samples, 16 from the American students and 34 from the Ko¬rean students, were examined for the final analysis. The results showed all the American students except two put their thesis statement at the beginning. On the contrary, almost half of the Korean students expressed their main idea at the end of the English thank-you-notes. This discrepancy might indicate Korean students’ tendency of organizing the discourse structure in an inductive way as opposed to American students’ strong preference of the deductive style.
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