English Conjunctive Adjuncts Used by Native and Nonnative Freshman University Students
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초록
J. Yoon and I. W. Yoo’s (2011) corpus study compared the use of English conjunctive adjuncts by L1-Korean first-year college students learning English as a foreign language to that of L1-English published authors. The study found distinct differences between the two groups, including the Korean student writers’ heavy reliance on a small set of adjuncts and frequent grammatical errors in their use of adjuncts. While the study argued that such misuses are unique to Korean speakers, it is unclear whether their findings were derived from language background, as the authors claimed, or noncomparable author profiles (i.e., student writers vs. published authors). The present study replicates J. Yoon and I. W. Yoo’s study with comparable native corpus data, closely matched to the learner data used by J. Yoon and I. W. Yoo. The results demonstrate that both native and non-native student writers rarely employ conjunctive adjuncts typical of English academic prose in their writing. While both groups rely on small sets of adjuncts, the set of the native writers is smaller than that of the non-native writers. In addition, the two groups made errors with adjuncts at similar rates. These findings indicate that apprentice writers, L1 and L2 alike, follow a similar trajectory toward writing proficiency.
Abstract
J. Yoon and I. W. Yoo’s (2011) corpus study compared the use of English conjunctive adjuncts by L1-Korean first-year college students learning English as a foreign language to that of L1-English published authors. The study found distinct differences between the two groups, including the Korean student writers’ heavy reliance on a small set of adjuncts and frequent grammatical errors in their use of adjuncts. While the study argued that such misuses are unique to Korean speakers, it is unclear whether their findings were derived from language background, as the authors claimed, or noncomparable author profiles (i.e., student writers vs. published authors). The present study replicates J. Yoon and I. W. Yoo’s study with comparable native corpus data, closely matched to the learner data used by J. Yoon and I. W. Yoo. The results demonstrate that both native and non-native student writers rarely employ conjunctive adjuncts typical of English academic prose in their writing. While both groups rely on small sets of adjuncts, the set of the native writers is smaller than that of the non-native writers. In addition, the two groups made errors with adjuncts at similar rates. These findings indicate that apprentice writers, L1 and L2 alike, follow a similar trajectory toward writing proficiency.
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