장르 글쓰기에서 외국인 필자의 독자 인식과 다성성 양상 비교 연구

초록

This study investigates the relationship between audience awareness and the realization of polyphony in genre-based academic writing by L2 learners. The data was obtained from 20 Chinese graduate students enrolled in Korean universities in the form of academic writing tasks and survey responses. The learners were grouped according to their level of audience awareness based on the survey results, and their texts were analyzed using corpus- based word frequency and discourse structure analysis. The findings revealed that the learners who demonstrated a relatively high awareness of others’ voices tended to use them primarily as supportive resources to reinforce their own arguments. The low awareness group showed monological tendencies where others’ voices were largely subordinated to the author’s voice. In contrast, the high-awareness group exhibited partial integration and reorganization of multiple voices. Yet, their dialogic interactions and balanced voice coordination remained limited. This study highlights the gap between cognitive awareness and discourse realization, and provides pedagogical implications for academic writing instruction.

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