This study investigates the use of cohesive devices in the corpus of Korean college students’ compositions. In particular, it attempts to provide a comprehensive analysis of the lexico-grammatical contexts in which cohesive referential devices are employed in argumentative essays. For this purpose, a Korean EFL corpus and a native speaker corpus were analyzed based on Gray’s (2010) coding scheme. The coding scheme included variables such as the place and unit of the antecedent, the grammatical role and place of demonstratives, and their preceding or following structures. The results of the analysis showed that Korean EFL learners and native writers were similar in that they tended to use demonstrative pronouns as a subject and demonstrative determiners as objects/complements. Besides this general tendency, non-prototypical uses of the determiners were observed. The learners’ corpus manifested an overuse of an extended antecedent which could reduce the clarity of meaning. The most frequent verb following demonstrative pronouns was the copula (i.e., be) in both corpora. Finally, the learners tended to use a much smaller number of abstract/shell nouns than their native speaker counterparts.

I. 서론
II. 이론적 배경 및 선행연구
    1. 지시사의 어휘문법적 환경
    2. 영어 학습자들의 지시사 사용 양태
III. 연구 방법
    1. 코퍼스 데이터
    2. 코딩
    3. 연구 절차
Ⅳ. 연구 결과 및 논의
    1. 지시사 종류 및 문법 범주와 문장내 위치에 따른 차이
    2. 선행사 단위 및 선행사 위치에 따른 차이
    3. 지시대명사를 둘러싼 어휘문법 환경에서의 차이
    4. 지시형용사가 수식하는 명사 종류 및 수식 유무에서의 차이
Ⅴ. 결론 및 제언
참고문헌

• 김지은(이화여자대학교) | Kim Jieun
• 이은주(이화여자대학교) | Lee Eun-Joo 교신저자