The Use of Metadiscourse in Korean University Students’ Persuasive Essays
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참고문헌
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초록
The present study investigates the uses of metadiscourse employed in Koreanuniversity students’ persuasive essays. It attempts to examine whether there is asignificant difference in metadiscourse use in the essays of students in differentacademic disciplines, as well as between the high or low scoring essays. 28 essayswere selected, half of which were produced by students who were majoring in history,and half by students majoring in chemistry. The frequency and the category ofmetadiscourse were coded for analysis based on Hyland’s (1998) classification. It wasobserved that all students utilized both interpersonal and textual metadiscourse in theirwriting. Also, the students who were majoring in chemistry employed moreinterpersonal metadiscourse than those in history, while the students in historydisplayed a wider range of expressions for interpersonal metadiscourse. In addition, theessays that were given a high score contained a higher frequency of metadiscourse, aswell as a larger variety of metadiscourse features. These findings shed light on the needfor explicit instruction of the use of metadiscourse for more successful L2 writing.
Abstract
The present study investigates the uses of metadiscourse employed in Koreanuniversity students’ persuasive essays. It attempts to examine whether there is asignificant difference in metadiscourse use in the essays of students in differentacademic disciplines, as well as between the high or low scoring essays. 28 essayswere selected, half of which were produced by students who were majoring in history,and half by students majoring in chemistry. The frequency and the category ofmetadiscourse were coded for analysis based on Hyland’s (1998) classification. It wasobserved that all students utilized both interpersonal and textual metadiscourse in theirwriting. Also, the students who were majoring in chemistry employed moreinterpersonal metadiscourse than those in history, while the students in historydisplayed a wider range of expressions for interpersonal metadiscourse. In addition, theessays that were given a high score contained a higher frequency of metadiscourse, aswell as a larger variety of metadiscourse features. These findings shed light on the needfor explicit instruction of the use of metadiscourse for more successful L2 writing.
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