menon that somemen are more equal than others. That is to say, some men are morecapable than others. (From CLEC)From the example, we can see that the author tend to express thedea clearly, but end up with different interpretation that may misleadinghe readers.From the above examples, we can conclude that the overuse of thisconnector is of different kinds: inappropriate use, wrong interpretationand unnecessary explanation. We assume that in the process of writing,English learners are not sure of the clearness and ready to explain whathave been said.
3.2 What is more The phrase what is more is also significantlyoverused. The numbers of concordance in Chinese and native writingshow great difference in terms of frequency. In CLEC the number is 89,while in LOB, it is 9. Quirk et al (1985:635)group the connector what is more withmoreover, also and etc. It is used to introduce an extra piece ofnformation which support or emphasizes the point you are makingaccording to Collins Cobuild English Dictionary. Here is an example:I can' t make a club
www.51lunwen.orgpay a player so much a week. And, what’ smore, I don' t want to (From LOB).In this example, the connector performs the function of reinforcingthe idea that expressed before the connector what’ s more.Let’ s see how Chinese students use this phrase in writing.We have to admit that our society can’ t afford to sustain the life ofa hopelessly ill individual who can no longer contribute to thedevelopment of the society. What is more, nowadays views on death arechanging in China toward a modern and scientific way. (From CLEC).Reading carefully, we may easily find that the information after theconnector what’ s more is not supporting or emphasizing the first pointthe author is making. The author’ s effort to connect the two parts fails tomake the whole passage coherent, so the use of the connector isredundant. This implies that the students should be taught the core meaning of the connector and thecontext of using as well.
4.Conclus ion
From the above study based on the two corpora CLEC and LOB, it isshown that the Chinese students rely more on the connectors to constructa discourse. The semantic relations that they are going to express turnsout to be different from what they intend to express.One reason is that students haven’ t truly grasped the core meaningof the connectors and its context of using.Furthermore,the teachers’overemphasis on connector using may also lead to students’overuse,which are‘ disguising poor writing’ (Crewe,1990:321).There are several implications from the study.First, to avoid the high ratio of inappropriate use of connectors,teachers should concentrate on the semantic, stylistic and syntacticproperties of connectors, so that students will think more carefully aboutthe ideas.
Secondly, more argumentative style should be introduced to help thestudents to produce more persuasive arguments.Thirdly, the students should also try to develop their criticalthinking and logical thinking.
【 References】
[ 1] Altenberg,B.& Tapper,M. (1998).The use of adverbial connectors in advanced Swedish learners’written English, In S. Granger(Ed.),Learner English on Compute(pp.8093).London:Longman.
[ 2] Blton,K.& Nelson,G & Hung,J. (2002).A corpus - based study of connectors in student writing. International Journal ofwww.51lunwen.org Corpus Linguistics,7(2),165- 182.
[ 3] Crewe,W本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。