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Park, Hae In; Lee, Sinae – English Teaching, 2022
While the use of metadiscourse in L2 writing has received considerable attention in the past, little effort has been made to examine how L2 writers' use of metadiscourse in academic writing has evolved over time. In addressing this, the present study explored a diachronic evolution of interactional metadiscourse in research articles (RAs)…
Descriptors: Second Language Learning, Second Language Instruction, Diachronic Linguistics, Periodicals
Lee, Yo-An – English Teaching, 2023
Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Discourse Analysis
Lee, Sinae; Park, Hae In – English Teaching, 2023
While metadiscourse use has been well-attended in second language (L2) writing research, relatively less effort has been made in documenting changing patterns of metadiscourse use among L2 writers. The present study addressed this gap by probing a diachronic change of interactive metadiscourse in research articles published in "English…
Descriptors: Second Language Learning, Second Language Instruction, Writing Research, Language Patterns
Min, Soohyun; Paek, Jin Kyung; Kang, Yusun – English Teaching, 2019
In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners' argumentative…
Descriptors: Persuasive Discourse, Writing (Composition), Advanced Students, Second Language Learning