This study aims to present the pedagogic implications about Korean Argumentative Writing Education for CKLs through contrasting the engagement in the editorials of Korean and Chinese. So we have selected 100 piece(Korean editorials 50, Chinese editorials 50)editorials from The Chosun Ilbo, The The JoongAng Ilbo and People’s Daily, Guang Ming Daily which are the representative newspapers of Korea and China. We extracted the engagement according to the Appraisal Theory which was developed by Martin & White(2005) and the context. Then we did a t-text and as a result, the total of monogloss and heterogloss didn’t have a statistically significant difference and both Korean and Chinese editorials have used more heterogloss than monogloss. In the dialogic expansion, we found that the use of possibility, entertain, attribution, distance and the total of dialogic expansion had a statistically significant difference and the use of personal opinion and acknowledge didn’t have a statistically significant difference. Though the average we can know that the Korean editorials used more possibility, entertain, attribution, distance than the Chinese editorials. And in the dialogic contraction we found that the use of disclaim, deny, counter, proclaim, concur, pronounce and the total of dialogic contraction all had a statistically significant difference but except the endorsement. Though on the average we can see that the Korean editorials used more disclaim, deny, counter than Chinese editorials but Chinese editorials used more proclaim, concur, pronounce than Korean editorials. It may suggest that in the Korean editorials expected rebuts were more taken into account and in the Chinese editorials one-sided argument was more preferred. Accordingly, when we teach Korean argumentative writing to CKLs we may need to tell them to use entertain, attribution, disclaim properly to take the expected rebuts into account and use less concur and pronounce.
1. 서론
2. 이론적 배경
3. 연구방법
4. 연구결과
5. 결론 및 제언
참고 문헌