Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context

Abstract

The current study aimed to examine how the use of metadiscourse markers may vary in the writing of language learners due to their language proficiency and learning context. To this end, 180 argumentative essays composed by native speakers of English (NSE), Japanese learners of English as a foreign language (EFL) and Hong Kong learners of English as a second language (ESL) were obtained from the International Corpus Network of Asian Learners of English (ICNALE). The metadiscourse markers in the essays were identified and categorized according to Hyland's (2005) taxonomy of metadiscourse. The results showed a strong influence for the learning context with a number of statistically significant differences in the use of interactive and interactional metadiscourse markers across the three groups of participants. A limited influence for language proficiency was noted with learners of lower proficiency using significantly more transitions, frame markers and interactive markers than those of higher proficiency. This effect, however, disappeared when the interaction between language proficiency and learning context was considered. The results are interpreted in light of the existing literature and relevant linguistic, situational and cultural factors. Pedagogical implications and directions for future research are presented.