1、 Introduction

In recent years, the number of academic students studying in China has significantly increased, and there is an increasing demand for academic writing skills. Existing research shows that international students have many problems in Chinese academic writing, such as off topic writing and unreasonable structure. At present, there is relatively little research on the academic writing ability of second language Chinese speakers, and most of it focuses on the field of English teaching. This study adopts a meta discourse perspective to analyze the differences in the use of meta discourse between Chinese second language speakers and native speakers in academic writing, aiming to reveal the problems in academic writing among second language speakers.

2、 Research Status

Meta discourse is an auxiliary language carrier that does not carry propositional information. Its main functions include organizing discourse structure, expressing the author's viewpoint and attitude, and predicting reader acceptance. The research began with Harris (1959) and was later introduced into the field of writing by Williams (1981). Hyland (1998) proposed a discourse interpersonal meta discourse analysis framework, followed by Tse (2004) proposing a guidance interaction meta discourse framework. Ifantidou (2005) divides internal and external discourse meta discourse based on referential relationships. Research has shown that there are differences in the use of meta discourse in academic discourse across different disciplinary backgrounds and research levels. The study of meta discourse in academic terminology has matured, but there are still shortcomings, such as insufficient analysis of Chinese meta discourse and limited research on the use of meta discourse by second language Chinese speakers. Research often adopts discourse comparison methods, focusing on the influence of language and cultural background, language, disciplinary background, and other factors on the use of meta discourse.

3、 Research Design

This chapter focuses on the research design of meta discourse usage in academic writing for second language Chinese speakers. The study aims to explore the differences in the use of meta discourse in academic discourse between Korean master's students majoring in Chinese international education and native Chinese speakers, and their impact on writing ability. The study selected 60 master's theses from the CNKI Master's and Doctoral Literature Library and constructed two balanced corpora. The analysis framework adopts a "guidance interaction" approach to meta discourse classification, refining the types and functions of meta discourse to reflect the guidance and interaction needs of academic discourse.

4、 Survey results

Through manual annotation and statistical analysis, the use of meta discourse in academic writing was compared between native Chinese speakers and second language Chinese speakers. Research has found that although there are commonalities in the use of metalanguage between the two, such as the overall low frequency of metalanguage usage, native Chinese speakers generally outperform second Chinese speakers in terms of metalanguage density, type selection, and form diversity. Specifically, native Chinese speakers have a significantly higher density of using evidential language, annotation markers, vague restrictive language, and self proclaimed language compared to second language speakers, and use a richer variety of meta discourse forms. In contrast, second language Chinese speakers have the following problems in the use of metalanguage: insufficient frequency of use, single specific forms, excessive use of metalanguage, improper selection, improper collocation, and insufficient diversity of forms. These issues reflect the insufficient use of meta discourse by second language Chinese speakers in academic writing, and need to be improved through teaching and training.

5、 Conclusion

Academic writing is a social interactive process, in which meta discourse plays a key role, influencing discourse organization, logical analysis, and reader identity construction. Chinese second language speakers have deficiencies in the use of meta discourse, which affects the quality of academic terminology. International Chinese education is facing challenges in enhancing the academic writing abilities of international students. Suggest strengthening the teaching of meta discourse, offering academic writing courses, and enhancing the research on meta discourse ontology to improve the academic writing ability of Chinese second language learners.