Interactions in EFL Argumentative Writing: Effects of Topic, L1 Background, and L2 Proficiency on Interactional Metadiscourse

Autor/in	Yoon, Hyung-Jo
Titel	Interactions in EFL Argumentative Writing: Effects of Topic, L1 Background, and L2 Proficiency on Interactional Metadiscourse
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 3, S.705-725 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Hyung-Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10085-7
Schlagwörter	Persuasive Discourse; Writing Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Form Classes (Languages); Computational Linguistics; Native Speakers; Language Proficiency; Native Language; Discourse Analysis; Language Usage; Language Patterns; Essays; Chinese; Japanese; Korean; Academic Language + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; Linguistics; Computerlinguistik; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Diskursanalyse; Sprachgebrauch; Sprachmodell; Sprachstruktur; Essay; Aufsatzunterricht; China; Chinesen; Japaner; Japanisch; Koreanisch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	This study examined how students of English as a foreign language (EFL) with different first language (L1) backgrounds use interactional metadiscourse markers in argumentative writing. Specifically, to explore unique patterns of metadiscourse features that reflect context and development, the essays written by Chinese, Japanese, and Korean EFL students at three proficiency levels were analyzed for topic, L1 background, and L2 proficiency. For a comprehensive analysis of 1986 essays, I used a natural language processing tool that generates quantity scores for Hyland's (2005) metadiscourse categories (i.e., hedges, boosters, attitude markers, self-mentions, reader pronouns, and directives). The results showed notable differences in the students' use of metadiscourse features across topics, and significant variation was also found across different L1 groups. However, their use of interactional metadiscourse did not differ by L2 proficiency. A post hoc analysis of a parallel native-speaker corpus further revealed EFL students' underuse of hedges and overuse of reader pronouns. Findings are discussed in terms of academic writing instruction, writing prompt development, and L2 learner categorization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01