The L2 Acquisition of the Coordinating Conjunction “and” in Taiwanese Learners’ Interlanguage at College Level
Title
The L2 Acquisition of the Coordinating Conjunction “and” in Taiwanese Learners’ Interlanguage at College Level
The L2 Acquisition of the Coordinating Conjunction “and” in Taiwanese Learners’ Interlanguage at College Level
Keywords: remote minority areas vocabulary learning trilingual adult beginners
Authors
Yi-hui Chiu
Kuang Wu Institute of Technology
Yi-hui Chiu
Kuang Wu Institute of Technology
Bio Data
Miss Yi-hui Chiu received her M.A. in English from London University. She has been teaching English majors at technical colleges in Taiwan for ten years and has been particularly interested in the development of linguistic competence among college-level learners. Currently, she is doing her doctoral study at Graduate School of English, Tamkang University and teaching at Kuang Wu Institute of Technology.
Abstract
This study explores the acquisition of the most commonly used coordinating conjunction “and” in essays written by three groups of college students in high- , mid-, and low-proficiency levels in Taiwan and shows that a number of error patterns can be traced when analyzing the misuse of this coordinating conjunction. Ignorance or misuse of “and” will be discussed in relation to L1 transfer and the EFL reading and grammar materials these learners are exposed to in the EFL setting. This research not only offers empirical evidence of a particular grammar point in Taiwanese learners’ essays but also sheds light on grammar and reading pedagogy in the EFL context.
This study explores the acquisition of the most commonly used coordinating conjunction “and” in essays written by three groups of college students in high- , mid-, and low-proficiency levels in Taiwan and shows that a number of error patterns can be traced when analyzing the misuse of this coordinating conjunction. Ignorance or misuse of “and” will be discussed in relation to L1 transfer and the EFL reading and grammar materials these learners are exposed to in the EFL setting. This research not only offers empirical evidence of a particular grammar point in Taiwanese learners’ essays but also sheds light on grammar and reading pedagogy in the EFL context.
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