학술적 글쓰기에서 중국인 유학생의 독자 인식 양상 분석

초록

This study investigates how Chinese graduate students studying in Korea perceive and respond to readers in academic writing. Drawing on qualitative analysis of paragraph-level writing tasks and survey responses from ten Chinese learners, the study identifies three primary types of imagined readers: evoked reader, all readers, and academic reader. The findings reveal that the majority of learners construct invoked readers such as professors or evaluators, and these reader assumptions significantly affect their lexical choices, syntactic structures, and rhetorical organization. In particular, students who assumed academic readers demonstrated a higher degree of coherence, logicality, and appropriate use of disciplinary discourse. Furthermore, learners actively employed reader-sensitive strategies, including metadiscourse markers and structural adjustments, based on anticipated reader responses. This research contributes to genre-based pedagogy by emphasizing the interaction between reader awareness and textual performance. It also suggests the importance of integrating responsive and reflective writing instruction into academic Korean education for second language learners.

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