Attitude markers in L2 learners' academic writing : a case study of master's theses by Czech students compared to L1 students' writings

Writer-reader interaction is considered a crucial component of a well-written academic text, largely achieved through the use of metadiscourse resources. This paper investigates the frequency and range of 'attitude markers', i.e. one of the five sub-categories of interactional metadiscourse resources (Hyland and Tse 2004) in two learner corpora composed of Czech (L2) and native speaker (L1) university students' academic texts. The survey has shown that research-oriented attitude markers are preferred over topic-oriented ones in both corpora, with the former being used mainly to evaluate the writer's own research and its findings. Attitudinal adjectives were identified as the most frequent and most varied category in both corpora, followed by attitudinal nouns, adverbs, and verbs in their respective order. The results also indicate some interesting differences, for example, that Czech students, unlike L1 students, tend to overuse attitudinal adverbs in the sentence initial position. By highlighting the similarities and differences in the use of attitude markers in L2 and L1 student writing, the study may be of value to both students and their tutors and help to raise students' awareness of the dialogic and interactional character of academic texts.