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Argument structures in Chinese university students’ argumentative writing: a contrastive study

Liu, X. and Furneaux, C. (2015) Argument structures in Chinese university students’ argumentative writing: a contrastive study. English Text Construction, 8 (1). pp. 65-87. ISSN 1874-8775

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To link to this item DOI: 10.1075/etc.8.1.03liu

Abstract/Summary

Situated within a Systemic Functional Linguistics genre paradigm, this study adopted a function-based linguistic approach to examine the argument structures in English writing produced by Chinese university students of English as foreign language (EFL). Their English writing was contrasted with three other sets of argumentative essays in order to explore differences and similarities in the use of argument structures. The four sets of essays were produced by three groups of university students: native English- and Chinese-speaking university students and Chinese university EFL students. Participants’ interviews and questionnaire responses were also collected. The study found that most native English-speaking participants used an analytical arguing strategy, while most Chinese-speaking university participants preferred a hortatory argument structure both in their English and Chinese writing. It was also found that Chinese participants’ English writing was influenced by both English and Chinese.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism (CeLM)
Faculty of Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
ID Code:53208
Publisher:John Benjamins

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