A Study On Features Of Topic Sentences In Chinese EFL Learners’ Argumentation

Our study concentrates on topic sentences in argumentation of Chinese EFL (English as Foreign Language) learners. Through corpus analysis, a survey on topic sentences in argumentative writings has been conducted to investigate their features in generalization, vocabulary and syntax.In this study,100subjects coming from several key universities in China are divided into two groups. Group1is made up of50non-English majors and Group2consists of50English majors. Both of the two groups are required to write argumentation according to four topics.200compositions in each group are collected to be analyzed from generalization, vocabulary and syntax of topic sentences.Our research has found that the average generalization of topic sentences in Group1is lower than that in Group2and there exists a significant difference. Group1use more modal verb "can" to construct the stance of the proposition in topic sentences in the mode of argumentation to a significant degree. Group2are more conscious of taking advantage of comparative and superlative degree constructions to create core content of topic sentences. There is also a stark difference in the mean length per topic sentence, the amount of simple sentences and the amount of complex sentences. Group1create longer topic sentences and rely on more complex sentences while Group2depend on more simple sentences to produce topic sentences.The results in this study demonstrate that the high language proficiency of Group2assist them in producing better topic sentences and their systematic and well-integrated knowledge about the topics involved in this research enables them to develop topic sentences better and pay more attention to the logical relationship between topic sentences in a piece of writing. In contrast, in spite of a wider range of knowledge on topics in Group1, its loose character leads to the listing of bald topic sentences, construction of irrelevant supporting sentences or supporting information not closely related to topic sentences and their low language proficiency gives rise to many linguistic mistakes in topic sentences, ranging from grammar, vocabulary to syntax.In the aspect of vocabulary, Group1rely on more modal verb "can" to construct the stance in the proposition of a topic sentence because of the lack of confidence in the accuracy and acceptability of the propositional content in the topic sentence and language transfer. This strategy is indicative of their intention to avoid the inflectional change of the predicate verb by choosing "can" to produce compound predicate in the topic sentence and their limited amount of vocabulary, which causes such tedious expressions of predicates. In addition, Group2are more conscious of the employment of comparative and superlative degree construction to achieve the effect of pathos in order to convince the reader of the core content in the topic sentence.The deployment of more complex sentences in Group1has not improved the generalization of the topic sentence but only has a great impact on its length. Nonetheless, the systematic linguistic knowledge and excellent writing strategies enable Group2to produce simple sentences with high quality as topic sentences.This study has further raised some suggestions according to the research results. It is hoped that they can shed some light upon English writing instruction in China.