학문 목적 한국어 학습자 학술적 텍스트의 인용 동사 사용에서 드러나는 저자성 분석 -서론 및 이론적 논의 부분을 중심으로-
Analyzing Authorial Stance in Reporting Verbs: A Focus on Korean Learners' Academic Texts in the Introduction (IN) and Literature Review (LR)
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This study investigates the usage patterns of reporting verbs in academic writing by learners in graduate schools in the fields of humanities and social sciences, focusing on the author's attitude toward the proposition conveyed through them. The authorial stance is the writer's attitude towards the proposition being communicated to the reader, distinguishing between stance (consent or disagreement) and engagement (the speaker's attitude toward the proposition). The analysis employs Martin & White's (2005) Appraisal Theory (AT) engagement system to explore the authorial stance. Specifically, the study contrasts the usage patterns of reporting verbs between learners and native speakers, concentrating on academic texts' introduction (IN) and literature review (LR) sections. These sections are chosen for their high activity, usage, and strategic importance of the 'quote' in conveying meaning. The paper underscores the importance of qualitative analysis in educational writing research and advocates for actively pursuing such studies. Furthermore, it highlights the necessity for constructing large-scale corpora to deepen insights into writing patterns and authorial stances in academic contexts.
Abstract
This study investigates the usage patterns of reporting verbs in academic writing by learners in graduate schools in the fields of humanities and social sciences, focusing on the author's attitude toward the proposition conveyed through them. The authorial stance is the writer's attitude towards the proposition being communicated to the reader, distinguishing between stance (consent or disagreement) and engagement (the speaker's attitude toward the proposition). The analysis employs Martin & White's (2005) Appraisal Theory (AT) engagement system to explore the authorial stance. Specifically, the study contrasts the usage patterns of reporting verbs between learners and native speakers, concentrating on academic texts' introduction (IN) and literature review (LR) sections. These sections are chosen for their high activity, usage, and strategic importance of the 'quote' in conveying meaning. The paper underscores the importance of qualitative analysis in educational writing research and advocates for actively pursuing such studies. Furthermore, it highlights the necessity for constructing large-scale corpora to deepen insights into writing patterns and authorial stances in academic contexts.
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