An Analysis Of Chinese Non-English Major EFL Learners' Logical Reasoning Deficiencies In Their Expression Of Broad Sense Cause-Effect Relationship Structure With Because In Their English Argumentative Writing

The present study examines the logical reasoning deficiencies of because structure in Chinese non-English majors' English argumentative writing.Both qualitative manual text and logical semantic analytical methods are employed (Copi & Cohen, 1994; Copi & Burgess-Jackson, 1992; Kahane, 1988; Wood, 1998; Ruben, 1992; Ni, 1980; Jiang, 1993). In addition, Microsoft 2000 Word software package word searching function and computer corpus retrieval system software tool is used to identify, work out the study corpus samples and partial statistical work.The main findings are that (1) more than three fourths of the because structures in their writing are defective; (2) the total number of deficiencies does not decrease with the increase in the amount of time students spend learning English and their amount of exposure to English both in and out of class; (3) the higher the students' essay scores, the fewer the errors or deviation found in their writing; (4) in terms of explanation and analysis the main inadequacy are over-simplified, absolute, inappropriate and the overcertain tone; and in terms of arguments they suffer underdeveloped, absolute, and non sequitur arguments.Such logical reasoning deficiencies in students' writing are attributed to four main factors: students' low English language proficiency, weak awareness of sound logical reasoning expression, inappropriate English writing teaching methods, and the negative transfer of Chinese social, cultural and psychological factors.As logical problems in language expression is one of the fatal fallacies in establishing a sound argument, Chinese teachers of English should address this crucial issue in their endeavor to help students develop their logical soundness in their English written expression.