Lee Jee-won. 2015. “The interactional function of the first-person plural pronouns women and zanmen in naturally occurring conversation”. The Sociolinguistic Journal of Korea 23(3). 239~266. This study examines the use of first-person plural pronouns in spoken Chinese from a conversational-analytic perspective. Focusing on the pronouns, women and zanmen, this study shows that the use of first person plural pronouns systematically functions to create a membership category between participants. In particular, we investigate the exact categories that are enacted and how the participants in a conversation recognize and use them in the course of an interaction. We argue that participants produce and recognize categories in their talk and that these categories index aspects of a speaker's relationship with the other participants, such as social difference or intimacy. This study offers a new understanding of what motivates speakers' choice of discourse forms and patterns in the evolving sequence of talk.(123 words)

The present study investigates the collocations of the first person plural possessive pronoun in order to identify L1 influence in Korean EFL learners' writing, in comparison with native English speakers’ writing. From a cognitive linguistic perspective, this learner corpus research focuses on the use of the first person pronoun OUR in English, which seems to be negatively transferred by somewhat peculiar usages of the Korean equivalent pronoun wuli. The contrastive interlanguage analysis first shows that Korean learners significantly overuse first person plural pronouns whereas they significantly underuse first person singular pronouns, compared to native English speakers. Second, it also indicates that the distribution of frequencies of the ‘OUR + noun’ collocations according to a classification based on the Sejong Corpus seems very similar in both corpora, and that the frequencies are likely to be dependent upon specific individual collocates. Third, Korean learners appear to particularly overuse six specific ‘OUR + noun’ collocations rather than ‘MY + noun’ collocations, which can be argued to be empirical evidence of L1 influence. The findings of the present study are expected to provide valuable implications to English language teaching in classroom in Korea.