Exploring the role of connectives in the oral English proficiency test
Abstract
Connectives function as cohesive signposts in discourse that help to guide the reader or the listener through the message by identifying causal inferences and integrating adjacent statements. However, whether connectives contribute to a better understanding of discourse is still debatable. Meanwhile, despite the increased discussion given to the role of connectives in discourse coherence, less attention has been drawn to connectives in the contribution of coherence in spontaneous spoken discourse, not to mention its role in oral proficiency tests. The study examines the relationship between connectives and scores of an oral proficiency exam administered at a large Midwest university to international graduate students--the Oral English Proficiency Test (OEPT). The study sets out to explore if connectives usage at one oral proficiency level is disparate from other levels and hence contribute as a criterion for grading purpose. Ninety-six transcripts of oral test data were coded and examined for the following connective types: coordinators, subordinators and adverbial connectors. The examinees represent Chinese EFL learners at three different levels and native speakers of English. Overall frequency and frequency of individual connectives are collected and investigated. Results showed that there is a significant effect of one type of connectives--subordinators on proficiency score while there are no significant effects of coordinators or adverbial connectors. Findings also reveal that Chinese EFL learners, even at an advance oral proficiency level, tend to misuse connectives such as and, so, but and because in the following ways: redundancy, overgeneralization, exclusive use of and as a filler, unexpected collocation and comprehensive misuse. Pedagogical suggestions are made for better mastery of connectives in spontaneous spoken discourse.
Degree
M.A.
Advisors
Hong, Purdue University.
Subject Area
English as a Second Language
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