국내 대학생의 학술적 영어 글쓰기의 수사학적 수행에 대한 사례 연구

Abstract

The L2 writers’ rhetorical performance is considered to be influenced by L1 rhetorical transfer or L2 writing proficiency. However, no affirmative answer has yet been given regarding what exactly determines L2 writers’ rhetorical performance. Accordingly, the present study aims to investigate what rhetorical structure Korean EFL college students use in their academic argument and what elements construct their rhetorical performance during the writing activity. To this end, a case study was conducted on two advanced learners of English in Korean college. First, the rhetorical structure of the students’ argumentative essays was examined based on Swales move analysis. Then, multiple sources of data collected from the text-based interviews and survey were analyzed qualitatively based on activity theory. It was found that the students’ imagined discourse community was a significant factor that determined their genre awareness of L2 academic argument. Based on their genre awareness, students built an understanding of the rules of and their roles in L2 academic writing, all of which dynamically constructed their own L2 rhetorical performance. These findings suggest pedagogical implications for L2 academic writing in Korean college.