A Corpus-Based Study of the Use of Sentence Connectors Among Arab Learners of English

This study is a corpus-based investigation into the use of sentence connectors in English-language argumentative essays written by Arab learners. It utilises both quantitative and qualitative methods to examine Arab learners’ use of connectors in comparison to that of native speakers of British and American English. The corpora used for this study are from ALEC (https://dspace.auk.edu.kw/communities/22a5e75c-b93d-4f26-b559-21f5d721b097), which represents Arab learners, and LOCNESS (https://uclouvain.be/en/research-institutes/ilc/cecl/locness.html), which is a resource for native English speakers. The study focuses on three main aspects: 1) the frequency of connectors, 2) the placement of connectors within sentences, and 3) punctuation in clauses/constructions containing connectors. For categorizing connectors, I used Quirk et al.'s (1985) framework which classify connectors into seven distinct categories (as well as CIA2 by Granger (2015) for comparison). The outcomes of the study uncover significant differences, as well as some similarities, in connector usage between Arab learners and native English speakers. Arab learners use connectors significantly more than both American and British native speakers. However, this difference mostly arises from the increased use of some individual connectors (e.g. because, also) among Arab learners. Both Arab learners and native English speakers have a preference for using connectors in the middle of sentences. This trend is associated with the increased use of individual connectors (e.g. because, while) in this position. In addition, the analysis of punctuation surrounding connectors demonstrates a uniform and suitable usage among all groups; however, some errors were observed with connectors such as for example, suggesting areas for improvement in learners' writing skills. The study not only investigates the numerical differences in connector usage but also provides insights into the qualitative features of their usage, and its results are important for educators and curriculum developers to create language learning resources customised to the specific demands and obstacles faced by Arab learners as they work towards becoming proficient in English.