A Corpus Analysis of Korean EAP Writers’ Acquisition of Rhetorical Structure and Linguistic Features
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Learner corpus research has documented interlanguage development, which has been a central concern in Second Language Acquisition (SLA) research. Specifically, move analysis first developed by Swales (1981) has investigated the underlying generic structure of research articles (RAs). The linguistic features characterizing the various moves have also been identified with this move analysis in both expert and learner language use. However, no study to date has directly compared the use of both rhetorical structure and linguistic features by first language (L1)-English experts versus second language (L2)-Korean EAP (English for Academic Purposes) students with two-level longitudinal corpora. The current study addresses this gap by examining one L1 corpus and two L2 corpora. The findings show the Korean EAP students appear to be growing in proximity to those of the English experts in terms of both rhetorical structure and linguistic features. In addition, it was shown that the Korean EAP students tend to start acquiring linguistic features at a later academic level in more complicated ways than rhetorical structure. This study implies possibility of Korean EAP students’ rhetorical acquisition in English academic writings.
Abstract
Learner corpus research has documented interlanguage development, which has been a central concern in Second Language Acquisition (SLA) research. Specifically, move analysis first developed by Swales (1981) has investigated the underlying generic structure of research articles (RAs). The linguistic features characterizing the various moves have also been identified with this move analysis in both expert and learner language use. However, no study to date has directly compared the use of both rhetorical structure and linguistic features by first language (L1)-English experts versus second language (L2)-Korean EAP (English for Academic Purposes) students with two-level longitudinal corpora. The current study addresses this gap by examining one L1 corpus and two L2 corpora. The findings show the Korean EAP students appear to be growing in proximity to those of the English experts in terms of both rhetorical structure and linguistic features. In addition, it was shown that the Korean EAP students tend to start acquiring linguistic features at a later academic level in more complicated ways than rhetorical structure. This study implies possibility of Korean EAP students’ rhetorical acquisition in English academic writings.
참고문헌 (54)
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