A Corpus-Assisted Investigation on the Quality-Dependent Differences in Writer Visibility in L2 Writing
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Writer visibility denotes the degree of a writer’s presence in a text. A number of studies have reported that high writer visibility is one of the most noticeable features in L2 writing. Based on the findings of prior studies, this study aimed to test the relation between the degree of writer visibility and L2 writing quality through a close examination on writer visibility in different levels of L2 English writing. For a corpus-based investigation on the linguistic features of writer visibility, this study constructed three corpora of different levels of L2 writing and examined the significant differences in writer visibility across the three corpora. The results showed that basic level writers tend to use writer visibility features more frequently than advanced writers. In particular, the use of evaluative modifiers and first person (both singular and plural) pronouns showed significant differences among the three corpora, indicating a meaningful relation between the use of writer visibility features and the writing quality. Despite some limitations, this study contributes to deepen our understanding on writer visibility, serving as a foundation for future research to explore various features and dimensions of writer visibility and to provide pedagogical implications in L2 writing instruction.
Abstract
Writer visibility denotes the degree of a writer’s presence in a text. A number of studies have reported that high writer visibility is one of the most noticeable features in L2 writing. Based on the findings of prior studies, this study aimed to test the relation between the degree of writer visibility and L2 writing quality through a close examination on writer visibility in different levels of L2 English writing. For a corpus-based investigation on the linguistic features of writer visibility, this study constructed three corpora of different levels of L2 writing and examined the significant differences in writer visibility across the three corpora. The results showed that basic level writers tend to use writer visibility features more frequently than advanced writers. In particular, the use of evaluative modifiers and first person (both singular and plural) pronouns showed significant differences among the three corpora, indicating a meaningful relation between the use of writer visibility features and the writing quality. Despite some limitations, this study contributes to deepen our understanding on writer visibility, serving as a foundation for future research to explore various features and dimensions of writer visibility and to provide pedagogical implications in L2 writing instruction.
참고문헌 (51)
- Ädel, A., "University centre for computer corpus research on language", pp.79~101 (2001), Lancaster University Press
- Ädel, A., "Contrastive rhetoric: Reaching to intercultural rhetoric", pp.45~62 (2008), John Benjamins
- Aijmer, K., "A wealth of English: Studies in honour of Göran Kjellmer", pp.247~257 (2001), Acta Universitatis Gothoburgensis
- Aijmer, K., "Computer learner corpora, second language acquisition and foreign language teaching", pp.55~76 (2002), John Benjamins
- Aronsson, M. B., "On clefts and information structure in Swedish EFL writing", Language and Computers, 48(1), pp.197~210 (2003)
- Aronsson, M. B., "Themes in Swedish advanced learners’ written English", doctor, pp.2005
- Biber, D., "Variation across speech and writing" (1988), Cambridge University Press
- Breeze, R., "How personal is this text? Researching writer and reader presence in student writing using Wordsmith tools", CORELL : Computer Resources for Language Learning, 1(1), pp.14~21 (2007)
- Brown, P., "Women and language in literature and society", pp.111~136 (1980), Praeger
- Carter, R., "Cambridge grammar of English" (2006), Cambridge University Press
- Coates, J., "The semantics of the modal auxiliaries" (1983), Croom Helm
- Farr, M., "Basic writing students : Investigating oral and written language", Research in the Teaching of English, 19(1), pp.62~83 (1985)
- Gilquin, G., "Too chatty : Learner academic writing and register variation", English Text Construction, 1(1), pp.41~61 (2008)
- Gosden, H., "Discourse functions of subject in scientific research articles", Applied Linguistics, 14(1), pp.56~75 (1993)
- Granger, S., "Phraseology: Theory, analysis and applications", pp.145~160 (1998), Oxford University Press
- "LOCNESS: Louvain corpus of native English" (2007)[URL]
- Harwood, N., "‘We do not seem to have a theory. . . The theory I present here attempts to fill this gap’ : Inclusive and exclusive pronouns in academic writing", Applied Linguistics, 26(3), pp.343~375 (2005)
- Hasselgård, H., "orpora and language teaching", pp.121~140 (2009), John Benjamins
- Herriman, I., "Corpora and language teaching", pp.101~120 (2009), John Benjamins
- Hidalgo Downing, L., "Negation as a stylistic feature in Joseph Heller’s Catch-22 : A corpus study", Style, 37(3), pp.318~341 (2003)
- Hinkel, E., "The use of modal verbs as reflection of cultural values", TESOL Quarterly, 29(2), pp.325~341 (1995)
- Hunston, S., "Stancetaking in discourse: Subjectivity, evaluation, interaction", pp.27~48 (2007), John Benjamins
- Hunston, S., "Evaluation in Text : Authorial stance and the construction of discourse" (2000), Oxford University Press
- Hyland, K., "Writing: Texts, processes and practices", pp.99~121 (1999), Longman
- Hyland, K., "Metadiscourse, exploring interaction in writing" (2005), Continuum
- Hyland, K., "Representing readers in writing : Student and expert practices", Linguistics and Education, 16(4), pp.363~377 (2006)
- Hyland, K., "Qualification and certainty in L1 and L2 students’ writing", Journal of Second Language Writing, 6(2), pp.183~205 (1997)
- Jiang, F., "Nominal stance construction in L2 and L2 students’ writing", Journal of English for Academic Purposes, 20(2), pp.90~102 (2015)
- 정철원, "Supporting Details in Korean, Chinese, and Japanese L2 Learners’ Argumentative Writing", 현대영어교육, 15(3), pp.21~42 (2014), 현대영어교육학회
- Kärkkäinen, E., "New approaches to hedging", pp.207~241 (2010), Elsevier
- Kenkel, J., "The interlanguage grammar of information management in L1 and L2 developing writing", Written Communication, 26(4), pp.392~416 (2009)
- Kim, Youngran, "The use of L1 as a writing strategy in L2writing tasks", GEMA® Online Journal of Language Studies, 14(3), pp.33~50 (2014)
- Lachowicz, D., "On the use of the passive voice for objectivity, author responsibility and hedging in EST", Science of Science, 2(2), pp.105~114 (1981)
- Li, T., "Metadiscourse repertoire of L1 Mandarin undergraduates writing in English : A cross-contextual, cross-disciplinary study", Journal of English for Academic Purposes, 11(4), pp.345~356 (2012)
- Liu, M., "Cohesive features in argumentative writing produced by Chinese undergraduates", System, 33(4), pp.623~636 (2005)
- Luzón, M. J., "The use of we in a learner corpus of reports written by EFL engineering students", Journal of English for Academic Purposes, 8(3), pp.192~206 (2009)
- McCrostie, J., "Writer visibility in EFL learner academic writing : A corpus-based study", ICAME Journal, 32(1), pp.97~114 (2008)
- Millan, E. L., "English as an additional language in research publication and communication", pp.65~82 (2008), Peter Lang
- Mithun, M., "When speakers write", Proceedings of the Eleventh Annual Meeting of the Berkeley Linguistics Society, pp.259~272 (1985)
- Neff, J., "A contrastive functional analysis of errors in Spanish EFL university writers’argumentative texts: Corpus‐based study", Language and Computers, 60(1), pp.203~225 (2006)
- Paquot, M., "Writer", reader visibility in learner writing across genres: A comparison of the French and Norwegian components of the ICLE and VESPA learner corpora, 2013, 377~387
- Petch-Tyson, S., "Learner English on computer", pp.107~118 (1998), Longman
- Quirk, R., "A comprehensive grammar of the English language" (1985), Longman
- Recski, L. J., "Expressing standpoints in EFL written discourse" (2004)
- Rhee, Seok-Chae, "Yonsei English Learner Corpus (YELC)", Proceedings of the First Yonsei English Corpus Symposium, pp.26~36 (2012), Yonsei University
- Ringbom, H., "Exploration in corpus linguistics", pp.191~200 (1998), Rodopi
- Smith, E. L., "Functional approaches to writing: Research perspectives", pp.108~119 (1986), Ablex
- Someya, Y., "A corpus-based study of lexical and grammatical features of written business English", doctor, pp.1999
- "In Oxford online dictionary" (2015)[URL]
- Tang, R., "The ‘I’ in identity : Exploring writer identity in student academic writing through the first person pronoun", English for Specific Purposes, 18(1), pp.23~39 (1999)
- Woodall, B., "Language-switching : Using the first language while writing in a second language", Journal of Second Language Writing, 11(1), pp.7~28 (2002)