상위담화 표지어 연구

Abstract

ABSTRACT

A Study on Metadiscourse Markers - Centering on revised high school English textbooks -

Kim, Min Jung Advisor : Prof. Lee, Ko-Hee, Ph.D. Dept. of English Language Education Graduate School of Chosun University

This study is to investigate metadiscouse markers, which explicitly organize the discourse and convey a writer's attitude to the text, in the reading parts of revised high school English textbooks, and to help students fully understand the functions of metadicourse markers and use them properly. To achieve this purpose, all of the sixteen revised high school English textbooks have been selected. First, all the reading texts are selected from the textbooks, and each reading text has been analyzed through Hyland's functional category of metadiscourse(2004), focusing on how metadiscourse markers are used in reading texts. In this process, WordSmith 5.0 which is one of corpus analytical tools is used to count how many the metadiscourse markers are used in the textbooks. The result of this study are as follows: First, all of the high school textbooks include various metadiscourse markers although the rates of using those markers are different depending on the textbooks. In addition, while most of the metadiscourse markers are used quite equally in all the textbooks, some markers are used in just a few textbooks. Second, Even though meanings are really similar, a few specific markers are used much more than the others. Based on these results, I suggest the followings: First, students' reading and writing ability would be expected to be improved if students pay attention to those markers when reading and writing because metadiscourse are used to organize the discourse better and convey the writers' message to readers more effectively. Thus, more studies must be carried out to substantiate this finding. Further studies on the function of the different types of metadiscourse and their impact on readers and readers' comprehension need to be done so that the function of metadiscourse as a rhetorical tool can be further understood. Second, as I mentioned before, we could see the different frequency rates between various metadiscourse markers depending on the textbooks. So further studies on what makes such a difference need to be done by studying more materials.