중국인 고급 학습자의 학술적 글쓰기 과제에 나타난 CDA 능력의 양상 분석

초록

This study investigates the necessity of Critical Discourse Analysis (CDA) education for prospective Chinese international students. It compares texts produced by students with and without CDA training to examine differences in CDA competence. Chapter 1 reviews prior research, confirming that abilities such as critical analysis and synthesis of information—skills fostered through CDA—are vital for academic writing. Chapter 2 outlines CDA concepts and methods through a literature review and applies them to the design of writing tasks. Chapters 3 and 4 present the participants, research methods, and analyses of the student assignments. These findings indicate that students trained in CDA demonstrate stronger academic writing performance than those without such preparation. Given the marginal role of CDA in writing education in China, this study addresses current challenges in academic writing pedagogy and highlights the potential of CDA in strengthening students’ critical and rhetorical capacities.

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