다양한 영어 에세이 유형에서 나타난 학습자들의 수준별 상위담화 표지 사용 양상 연구

초록

This research aims to examine how university students with high and intermediate proficiency levels used metadiscourse markers across three types of English essays: con and pro, summary, and table-chart description. The researcher gathered thirty essays per each of the three tests and analyzed metadiscourse uses with reference to the table of metadiscourse markers suggested by Hyland and Tse (2004). The result of this study indicated that the largest portion of metadiscourse uses was transition, a type of interactive resource, regardless of proficiency levels and essay types. The participants depended highly on interactive resource markers, primarily due to the frequent uses of conjunctions that connect phrases. In addition, the advanced group used more metadiscourse than the intermediate group though the difference in metadiscourse use was not remarkable. This study ended up with the implication that various types of metadiscourse should be adopted to the L2 writing curriculum for pre-service teachers.

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