중국인 한국어 학습자와 한국인 대학생의 논증적 글에 나타난 자기 언급과 개입 표지 분석 (Analysis of Self-mentions and Engagement Markers in Argumentative Writing by Chinese Learners of Korean and Korean Native Speakers)

서지정보

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초록

This study analyzed the metadiscourse categories of self-mentions category and engagement markers in 1,000 argumentative essays each written by Korean native speakers and Chinese learners of Korean. The analysis of the self-mentions category revealed that Chinese learners expressed themselves more frequently than Korean native speakers, which could make their writing appear more subjective. Additionally, Korean native speakers presented their arguments more clearly, while Chinese learners tended to use more ambiguous and weaker argument expressions. Next, this study analyzed how the writer engages the reader in their writing. The results showed that Korean native speakers more frequently used ‘우리’ to include the reader, whereas Chinese learners more often used second-person pronouns like ‘여러분’, maintaining a sense of distance from the reader. Furthermore, Korean native speakers actively used rhetorical questions to encourage the reader to think alongside the writer, while Chinese learners used more imperative sentences that directly address the reader, often treating them as a separate entity rather than engaging them in shared reasoning. Lastly, this study analyzed the frequency of modal expressions indicating obligation as engagement markers, and it was found that Chinese learners used them at only about one-sixth the frequency of Korean native speakers. This suggests that Chinese learners lack strategies for integrating readers into their argumentative reasoning process, encouraging them to think and reflect together.

영어초록

This study analyzed the metadiscourse categories of self-mentions category and engagement markers in 1,000 argumentative essays each written by Korean native speakers and Chinese learners of Korean. The analysis of the self-mentions category revealed that Chinese learners expressed themselves more frequently than Korean native speakers, which could make their writing appear more subjective. Additionally, Korean native speakers presented their arguments more clearly, while Chinese learners tended to use more ambiguous and weaker argument expressions. Next, this study analyzed how the writer engages the reader in their writing. The results showed that Korean native speakers more frequently used ‘우리’ to include the reader, whereas Chinese learners more often used second-person pronouns like ‘여러분’, maintaining a sense of distance from the reader. Furthermore, Korean native speakers actively used rhetorical questions to encourage the reader to think alongside the writer, while Chinese learners used more imperative sentences that directly address the reader, often treating them as a separate entity rather than engaging them in shared reasoning. Lastly, this study analyzed the frequency of modal expressions indicating obligation as engagement markers, and it was found that Chinese learners used them at only about one-sixth the frequency of Korean native speakers. This suggests that Chinese learners lack strategies for integrating readers into their argumentative reasoning process, encouraging them to think and reflect together.

참고자료

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