영어권 고급 한국어 학습자의 논증적 쓰기에 나타난 양태 표현 사용 분석

Abstract

This study examines how advanced English-speaking learners of Korean at college in America use modality in argumentative texts in Korean. In argumentative writing, modality is mostly employed to express a writer's claims or positions on a topic, and they are, by and large, used in fixed or rigid rhetorical expressions. Therefore, it is challenging for learners to convey their persuasive arguments in writing without prior learning of such rhetorical expressions of their L2 language, Korean. In order to delve into the usage of modality expressions written by advanced Korean learners, data was collected from ten argumentative articles (5,841 words) by English-speaking advanced learners. The types and the number of tokens of modality expressions were analyzed to explore whether modality expressions were employed and how they were used accordingly in the context. The data analyzed in this study suggests that there is a tendency that most participant learners of this study use minimal numbers of modality expressions and fail to use appropriate modality expressions in the context. Such modality usage patterns of learners illustrate that many English-speaking learners of Korean, even at an advanced-level, struggle to covey a writer's claims accordingly in argumentative writings of Korean. Based on the findings, this study sheds light on the necessity of teaching rhetorical expressions that mitigate a writer's claims for successful argumentative writing in Korean language classrooms.