A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers

Autor/in	Ye, Lijuan
Titel	A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers
Quelle	In: TESL Canada Journal, 31 (2014) 2, S.51-66 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Comparative Analysis; Language Styles; English (Second Language); Second Language Learning; Asians; Native Speakers; Persuasive Discourse; Second Language Instruction; Teaching Methods; Role; Discourse Analysis; Foreign Countries; Majors (Students); Longitudinal Studies; Computational Linguistics; College Students; China + Suchen Sie Ihr Suchwort? Sprachstil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Muttersprachler; Persuasion; Persuasive Kommunikation; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Diskursanalyse; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Linguistics; Computerlinguistik; Collegestudent
Abstract	Previous research within the field of argumentation has established that argumentation plays an important role in a variety of professions. Written argumentation has been extensively explored and investigated to examine its various aspects, including argument structures and schemes, argumentative strength, the role of audience, the evaluation of argument, argumentative persuasiveness and force, and so on. It appears, however, that few studies have been carried out to address the issues of spoken argumentation. To fill the gap, this article attempts to compare elements of the spoken argumentative genre produced by Chinese EFL learners to those in their native English-speaking counterparts. Findings from the study show that the former group generally produced an exposition genre focusing on one side of the argument, whereas the latter group noted two or more sides of the argument in order to balance the issue. In addition, Chinese EFL learners tended to use a formulaic argument structure, whereas native English speakers used a more discursive pattern. Pedagogical implications and potential directions for future studies on spoken English argumentation are suggested in the conclusion. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10