Discourse Transfer In Chinese English Majors' Argumentative Writings

Based on theories in language transfer, Contrastive Rhetoric, Discourse Analysis, and other relevant theories in Second Language Acquisition, the present thesis is aimed to explore Discourse transfer in the argumentative writings of the Chinese English majors. The study discusses questions in terms of: paragraph dividing, thesis development, paragraph development, topic sentences, cohesion inside the paragraphs, and cohesion between paragraphs.The study follows Corder's (1974) proposed steps in Error Analysis. They are: 1) collection of a sample of learner language; 2) identification of errors; 3) description of errors; 4) explanation of errors.In order to carry out the research, 51 second year English majors in Guangdong University of Foreign Studies are required to write an essay of about 250 words in 90 minutes on the topic Should College Students Be Allowed to Get Married. All the 51 essays were first scanned by the author, those below 200 words were rejected. Then, 30 pieces (Sample Set 1) were taken out at random and marked by two independent raters. The author also collected two more sets of data (Sample Set 2 and Sample Set 3) in order to carry out contrastive analysis. Sample Set 2 includes 15 quality argumentative essays in English written by college students in English-speaking countries. Sample Set 3 contains 15 "full-mark" argumentative essays written in Chinese in the National Entrance Examination.Errors identified in Sample Set 1 include: dividing paragraphs by feelings instead of by logic, indirection instead of general-specific pattern in thesis development, zigzag pattern instead of linear pattern in developing a paragraph, lack of topic sentences in paragraphs, nonnative-like pattern of cohesion inside the paragraphs, and nonnative-like pattern of cohesion between paragraphs.The study in based on learner errors and a contrast between Chinese andEnglish discourse features. By examining these discourse problems caused by transfer reflected in Chinese English majors' argumentative writing, the author intends to offer some explanations, employing theories in Second Language Acquisition, Contrastive Rhetoric, Discourse Analysis, etc. Also, this thesis attempts to suggest some pedagogical implications for teaching writing to English majors.