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한국인 영어 학습자와 원어민 학위 논문에 나타난 유보어와 강조어 코퍼스 비교 분석

Hedges and boosters in L1 and L2 academic writing: a corpus-based comparison

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키워드

주제분류언어학

초록

The purpose of this study is to investigate the overall frequency in which Korean EFL advanced learners (L2) employ metadiscourse compared to English native speakers (L1). The study utilized Hyland and Tse’s (2004) categorization of interactional metadiscourse as an operational model. It highly focused on the internal relation between metadiscourse and discourse. As the use of hedges and boosters derives from a writer’s attitude on the proposition, the study examined 20 Ph.D. dissertations in English and analyzed the way in which L1 and L2 writers used hedges and boosters. The quantitative analysis suggested that both L1 and L2 writers used more hedges than boosters. Korean students employed especially more hedges than English native speakers did, which makes assertion sound less strong. The qualitative analysis indicated that L1 and L2 writers exhibited the preference for different vocabulary choices. It demonstrated that Korean EFL students were not proficient in using various verbs. They considerably used the verb ‘show’ nearly 40% of the total usage of verbs, not adopting stative verbs frequently.

Abstract

The purpose of this study is to investigate the overall frequency in which Korean EFL advanced learners (L2) employ metadiscourse compared to English native speakers (L1). The study utilized Hyland and Tse’s (2004) categorization of interactional metadiscourse as an operational model. It highly focused on the internal relation between metadiscourse and discourse. As the use of hedges and boosters derives from a writer’s attitude on the proposition, the study examined 20 Ph.D. dissertations in English and analyzed the way in which L1 and L2 writers used hedges and boosters. The quantitative analysis suggested that both L1 and L2 writers used more hedges than boosters. Korean students employed especially more hedges than English native speakers did, which makes assertion sound less strong. The qualitative analysis indicated that L1 and L2 writers exhibited the preference for different vocabulary choices. It demonstrated that Korean EFL students were not proficient in using various verbs. They considerably used the verb ‘show’ nearly 40% of the total usage of verbs, not adopting stative verbs frequently.

참고문헌 (38)

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