A Corpus-Based Analysis of although Errors in Chinese EFL Learners’ Written Output

Abstract

The subordinating conjunction although is frequently used in English and is considered easy for students to master by many Chinese English teachers. However, errors are often found in Chinese EFL learners although output during pedagogical practice. This paper aims to explore and analyze common errors of although in Chinese EFL learners writing. The study is a corpus-based analysis launched under the computer-aided error analysis framework which is a new practice developed from the error analysis hypothesis. Errors of although found in texts from the Chinese Learner English Corpus (CLEC) are extracted and analyzed. Qualitative and quantitative analyses are conducted in the study. According to the findings, there are four major types of although errors found in Chinese EFL learners writing but/yet addition, punctuation errors, although misuse, and omissions and blends. Factors such as interlingual difference between English and Mandarin Chinese, intralingual interference within the English language system, pedagogical neglect in English classrooms and different cognitive styles are potential causes of Chinese EFL learners although errors.