This study examines the frequency and usage patterns of linking adverbials in Korean students' essay writing in comparison with native English writing. The learner corpus used in the present study is composed of 105 essays that were produced by first-year university students in Korea. The control corpus was taken from the American LOCNESS sub-corpus. The distribution of the different semantic categories was nearly identical in the Korean writing and the American writing. The additive relation was most frequently used, followed by the causal, adversative, and sequential relations. However, the Korean learners' overall overuse of linking adverbials pervaded all the semantic categories. Their overuse was particularly noticeable in the sequential and additive categories. Accordingly, the analysis showed that overuse hypothesis is clearly supported in the present study. On the basis of the results of the study, pedagogical implications and suggestions for further research are presented.

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Many educators are gravitating towards the use of learning management systems (LMSs), such as Blackboard, Daedalus Interchange, and Moodle, for managing courses and enhancing student learning. There is thus a growing need to examine second language (L2) learners' academic socialization through their participation in computer-mediated academic literacy practices. By employing a community of practice perspective, the present study was an attempt to demonstrate how learning management systems mediate L2 learners' academic discourse socialization and is closely related to issues of identities and learner agency. The study presented here contributes to the growing body of e-learning research to illustrate and explain the complex and dynamic ways that non-native novice students negotiated their academic participation in their graduate class.

Recently corpus linguistic analyses enable researchers to examine meanings and structural