Earticle

초록

영어

Metadiscourse is an important strategic skill in writing, yet it has been seldom a part of explicit classroom instruction. In pursuit of evidence about the L2 writers' incidental assimilation into the L1 uses of interpersonal metadiscourse (IMD) skills, this study examined CMC corpora of L1 and L2 university students covering three discussion sessions. Although not straightforward, the L2 writers demonstrated some signs of assimilation; while the L1 writers gradually reduced IMD with increasing affinity, the L2 group made a quick drop-off and then caught up with the L1 rate at the later session, showing a U-shaped pattern of development. The investigation by categories presented four patterns: an early change for self mentions; delayed changes for engagement and attitude markers; a sustained difference for boosters; and a retrogression for hedges. Exposing learners to appropriate target forms would suffice for the categories involving directness such as self mentions, engagement markers, and attitude markers, while learners may benefit more from some explicit instruction for boosters and hedges.

목차

I. Introduction
 II. Background
  2.1 Why Metadiscourse?
  2.2 Why Computer-Mediated Communication?
  2.3 Previous Studies
 III. Methodology of the Study
  3.1 The Data
  3.2 Data Analysis Procedures
 IV. Results and Discussion
  4.1 Overall Density of the IMD markers over Discussions
  4.2 Distribution of IMD markers by Categories over Discussions
 V. Conclusion
  5.1 Summary of Discussion
  5.2 Educational Implications
 References
 Abstract

키워드

저자

• Hyung-Sun Kim [ Chosun University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820