A Study on the Use of ‘But’ and ‘However’ in Korean EFL College Learners' Argumentative Writing
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The present study aimed to investigate how Korean EFL college learners use two contrastive conjunctions, but and however in their academic writing and also to examine whether the learners use but differently from however in terms of semantic functions. In order to find the answers, the argumentative essays written by 68 female college students were classified into three groups (essays containing only but, essays containing only however, and essays containing both but and however as contrastive conjunctions), and each occasion of the two conjunctions were analyzed. The investigations revealed that by the use of but or however, the learners intended different meanings (in fact, nevertheless, as a result) and roles (as a marker indicating counterargument or attention drawer for emphasis) from what the two conjunctions are originally supposed to have or function: semantic contrast or denials of expectation (Celce-Murcia & Larsen-Freeman, 1999). Moreover, the analysis on the essays containing both but and however indicated that the learners did not distinguish but from however in conveying their semantic intentions. Pedagogical implications based on the research findings will be addressed.
Abstract
The present study aimed to investigate how Korean EFL college learners use two contrastive conjunctions, but and however in their academic writing and also to examine whether the learners use but differently from however in terms of semantic functions. In order to find the answers, the argumentative essays written by 68 female college students were classified into three groups (essays containing only but, essays containing only however, and essays containing both but and however as contrastive conjunctions), and each occasion of the two conjunctions were analyzed. The investigations revealed that by the use of but or however, the learners intended different meanings (in fact, nevertheless, as a result) and roles (as a marker indicating counterargument or attention drawer for emphasis) from what the two conjunctions are originally supposed to have or function: semantic contrast or denials of expectation (Celce-Murcia & Larsen-Freeman, 1999). Moreover, the analysis on the essays containing both but and however indicated that the learners did not distinguish but from however in conveying their semantic intentions. Pedagogical implications based on the research findings will be addressed.
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