Authority and Objectivity: The Use of Personal Pronouns in Student Academic Writing
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The study aims to investigate how far Korean EFL writers can gain credibility or objectivity by representing an author identity and displaying confidence in their evaluations and commitment to their ideas. It comprises two empirical studies: the corpus-based analysis focuses on examining the frequency and use of personal pronouns in a corpus of corpus of L1 and L2 student academic essays written by speakers of English and Korean. The recall interviews were undertaken to support the corpus data by reasoning behind their choices of personal pronouns. The result showed that there was a high presence of the cases for first-person singular pronouns expressing personal opinions and ownership of assertions in contexts which involved making arguments or claims in Korean student corpus. This contrasted with the findings from English native student corpus in which the majority of cases for first-person singular occurred with a detachment of the writer's responsibility for the propositions. Although pragmatic transfer from L1 to L2 did not occur in the use of first-person singular, culture-specific patterns of a more interactive and interpersonal use of first-person plural and second- person pronouns occurred in the Korean student corpus. The use of personal pronouns invested with personal and authoritative voice seemed to be still problematic for many non- native writers. There is thus a need for teaching alternative strategies to raise both cultural and genre-specific awareness in second language writing.
Abstract
The study aims to investigate how far Korean EFL writers can gain credibility or objectivity by representing an author identity and displaying confidence in their evaluations and commitment to their ideas. It comprises two empirical studies: the corpus-based analysis focuses on examining the frequency and use of personal pronouns in a corpus of corpus of L1 and L2 student academic essays written by speakers of English and Korean. The recall interviews were undertaken to support the corpus data by reasoning behind their choices of personal pronouns. The result showed that there was a high presence of the cases for first-person singular pronouns expressing personal opinions and ownership of assertions in contexts which involved making arguments or claims in Korean student corpus. This contrasted with the findings from English native student corpus in which the majority of cases for first-person singular occurred with a detachment of the writer's responsibility for the propositions. Although pragmatic transfer from L1 to L2 did not occur in the use of first-person singular, culture-specific patterns of a more interactive and interpersonal use of first-person plural and second- person pronouns occurred in the Korean student corpus. The use of personal pronouns invested with personal and authoritative voice seemed to be still problematic for many non- native writers. There is thus a need for teaching alternative strategies to raise both cultural and genre-specific awareness in second language writing.
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