Rhetorical Patterns in L1 and L2 Argumentative Essays of Korean EFL Students

다국어 초록 (Multilingual Abstract)

The present study aims to determine the influence of two variables (i.e., language and proficiency level) on similarities and differences in rhetorical patterns in argumentative writing. To do so, Korean (L1) and English (L2) argumentative essays written by the same Korean college students at different L2 proficiency levels were collected and examined in terms of main idea placement and macro-level rhetorical patterns. The findings indicated that in low-level students’ writing, the main idea tended to appear in the same location in both L1 and L2 essays by the same student although the placement and clarity of the main idea varied among different students. In contrast, high-level students’ writing in both L1 and L2 tended to display a clearer main idea in the initial position. Regarding the macro-level rhetorical patterns, a greater variety of patterns was identified in the low-level L1-L2 pairs, whereas the “explanation with enumeration” pattern was found more often in the high-level pairs. Some qualitative differences demonstrated that more elaborate reasoning and interaction with potential readers appear in the writing of higher level students. Possible implications of the results are discussed for contrastive rhetoric research and L2 writing pedagogy.

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