코퍼스에 기반한 영국 신문의 논설문과 한국 대학생의 영어 논설문에 사용된 메타담화(metadiscourse) 비교 연구
A Corpus-Based Comparison of Metadiscourse in Argumentative Texts of a British Newspaper and Korean University Students’ English Argumentative Texts
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참고문헌
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초록
Metadiscourse is known as a group of linguistic devices that the writer uses for helping readers process the information of a text more efficiently(textual metadiscourse) and engaging them in the argument of the text by constructing textual interaction explicitly(writer-reader’s interpersonal metadiscourse). The purpose of the present research is to investigate variations in the use of English metadiscourse in terms of the authors’ English language proficiency. For this, two corpora are built on the texts from two groups of writers: argumentative texts written by professional columnists in a British newspaper(The Guardian) and L2 English argumentative texts written by Korean university students. In order to neutralize topic effect, the texts that deal with the single topic of environmental issues are collected. The analysis reveals that the Korean students used more metadiscoursal devices. However, there is also a quantitative difference as well: the British writers used more writer-reader’s interpersonal metadiscourse, whereas the Koreans employed more textual metadiscourse. The reasons of these differences seem to be due to the writers’ rhetorical competence in developing ideas in texts on one hand and due to their awareness of constructing writer-reader interaction in text on the other. Finally, this work suggests some important implications for English language writing classes: raising learners’ awareness of constructing textual interaction can lead to an enhancement of their textual competence.
Abstract
Metadiscourse is known as a group of linguistic devices that the writer uses for helping readers process the information of a text more efficiently(textual metadiscourse) and engaging them in the argument of the text by constructing textual interaction explicitly(writer-reader’s interpersonal metadiscourse). The purpose of the present research is to investigate variations in the use of English metadiscourse in terms of the authors’ English language proficiency. For this, two corpora are built on the texts from two groups of writers: argumentative texts written by professional columnists in a British newspaper(The Guardian) and L2 English argumentative texts written by Korean university students. In order to neutralize topic effect, the texts that deal with the single topic of environmental issues are collected. The analysis reveals that the Korean students used more metadiscoursal devices. However, there is also a quantitative difference as well: the British writers used more writer-reader’s interpersonal metadiscourse, whereas the Koreans employed more textual metadiscourse. The reasons of these differences seem to be due to the writers’ rhetorical competence in developing ideas in texts on one hand and due to their awareness of constructing writer-reader interaction in text on the other. Finally, this work suggests some important implications for English language writing classes: raising learners’ awareness of constructing textual interaction can lead to an enhancement of their textual competence.
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