A Corpus-based Study of Interactional Metadiscourse in L1 and L2 Academic Research Articles: Writer Identity and Reader Engagement
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This study analyses interactional metadiscourse used in both NS and NNS research articles (RA) to investigate how far advanced L2 writers can achieve the balance between both objectivity of argumentative writing and professional persona as a scholar within academic community. The findings suggest that NNS showed a higher degree of subjectivity and personality with an overuse of attitude markers, engagement markers, and self-mentions. A further analysis showed that the higher frequency of subjectivity, personality, and engagement features in ‘Results' and ‘Discussion' section (in particular conclusions) in NNS corpus may correspond to the inductive ways of developing organizational patterns in Korean discourse. These may be due to their lack of linguistic knowledge about the use of metadiscourse markers and socio-pragmatic failure transferred from their L1 traditions. Their strong preference for obligation modal verbs and rhetorical questions among engagement devices might be also problematic for Korean L2 writers. All above may contribute to an in-depth understanding of how the balance between subjectivity and objectivity can be achieved though interactional metadiscourse devices in the RA genre. Pedagogical L2 writing resources should be given to teach Korean learners alternative strategies for both genre-specific and culture-specific devices in written academic community.
Abstract
This study analyses interactional metadiscourse used in both NS and NNS research articles (RA) to investigate how far advanced L2 writers can achieve the balance between both objectivity of argumentative writing and professional persona as a scholar within academic community. The findings suggest that NNS showed a higher degree of subjectivity and personality with an overuse of attitude markers, engagement markers, and self-mentions. A further analysis showed that the higher frequency of subjectivity, personality, and engagement features in ‘Results' and ‘Discussion' section (in particular conclusions) in NNS corpus may correspond to the inductive ways of developing organizational patterns in Korean discourse. These may be due to their lack of linguistic knowledge about the use of metadiscourse markers and socio-pragmatic failure transferred from their L1 traditions. Their strong preference for obligation modal verbs and rhetorical questions among engagement devices might be also problematic for Korean L2 writers. All above may contribute to an in-depth understanding of how the balance between subjectivity and objectivity can be achieved though interactional metadiscourse devices in the RA genre. Pedagogical L2 writing resources should be given to teach Korean learners alternative strategies for both genre-specific and culture-specific devices in written academic community.
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