한․중 석사 학위 논문 초록에서의 입장 메타담화 대조 연구

Abstract

This study in academic discourse, authors use stance metadiscourse to express their academic positions, views, and attitudes, thus achieving interaction with the reader. The abstract of a paper, summarizing the entire content, prominently features stance metadiscourse. Therefore, this study combines metapragmatics and the stance triangle theory from an interaction perspective to analyze the similarities and differences in the use of stance metadiscourse in the master's thesis abstracts of Chinese learners of Korean and Korean native speakers. The results indicate that stance metadiscourse in thesis abstracts can be mainly divided into stance positioning and stance evaluation. In terms of stance positioning metadiscourse, Chinese learners of Korean use less authorial reference than native Korean speakers. Regarding stance evaluation metadiscourse, both groups constructed stances in the order of epistemic stance, deontic stance, attitudinal stance, and intentional stance. Significant differences were found in epistemic and deontic stances, with native Korean speakers using these more frequently than Chinese learners of Korean. For stance alignment, both groups demonstrated convergent alignment through stance positioning and stance evaluation. This study contributes to broadening the perspective of academic discourse research and offers insights into the use characteristics of metadiscourse in Korean thesis abstracts, especially in the comparative study of learners and native speakers.