Abstract

English relative clauses (RCs) are structurally complex because they involve long distance dependencies. The present study examines 14 Korean university students’ production of English RCs in academic writing to see (1) what types of RCs they use; and (2) how often they use each type of RC. The results show that the learners produced only subject and direct object RCs, and far more of the former than the latter. These findings suggest that Korean EFL writers should be instructed in the usage of various types of RCs to build their linguistic repertoires and competence using structures appropriately to the situation of language use.

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