The Selection and Use of Discourse Markers by Advanced Level Non-native Speakers of English PDF Download
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Author: Wendy J. Attwood
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
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Author: Wendy J. Attwood
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
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Author: Simone Müller
Publisher: John Benjamins Publishing
ISBN: 9789027253811
Category : Language Arts & Disciplines
Languages : en
Pages : 320
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Book Description
While discourse markers have been examined in some detail, little is known about their usage by non-native speakers. This book provides valuable insights into the functions of four discourse markers (so, well, you know and like) in native and non-native English discourse, adding to both discourse marker literature and to studies in the pragmatics of learner language. It presents a thorough analysis on the basis of a substantial parallel corpus of spoken language. In this corpus, American students who are native speakers of English and German non-native speakers of English retell and discuss a silent movie. Each of the main chapters of the book is dedicated to one discourse marker, giving a detailed analysis of the functions this discourse marker fulfills in the corpus and a quantitative comparison between the two speaker groups. The book also develops a two-level model of discourse marker functions comprising a textual and an interactional level.
Author: Uwe Mehlbaum
Publisher: GRIN Verlag
ISBN: 3640528891
Category : Literary Collections
Languages : en
Pages : 42
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Book Description
Bachelor Thesis from the year 2008 in the subject English Language and Literature Studies - Linguistics, grade: 2,0, University of Bayreuth (Lehrstuhl für Englische Sprachwissenschaft), language: English, abstract: Discourse Marker is a term which is relatively hard to define. A simplified way is to say that it refers to words or phrases which are usually used to structure sequences of a speech or a written text. Examples of Discourse Markers include expressions like actually, you know, well or OK. Discourse Markers are lexemes which could often simply be left out, without changing the semantic function of a sentence, because they usually don’t contribute to the sentence’s truth-condition or the propositional content. However, they often have other important functions. Apart from being used in order to organise and structure a speech, they often indicate some aspects of attitude (Renkema 2004:169) and the relation between different utterances. Discourse Markers appear very frequently in speeches (usually every few seconds); in written texts they are very frequent as well, though usually not as frequent as in verbal speech. Discourse Markers can also give information about social dimensions, group identity and relations between communicating people (Aijmer 2002:14). Although this definition is by far not entirely comprehensive, it should serve for the moment in order to clarify the subject of this paper. This paper is going to explain the term Discourse Markers in some detail and then analyse the use of Discourse Markers by speakers of non native English, namely members of University Parliamentary Debating competitions (a close definition will follow in chapter 2), who are from the countries Germany, the Netherlands, Czech Republic, Turkey and Malaysia. It will be analysed and explored how often Discourse Markers occur in the speeches of different speakers and what exactly the different Discourse Markers are used for.
Author: Dirk Siepmann
Publisher: Psychology Press
ISBN: 9780415349499
Category : Foreign Language Study
Languages : en
Pages : 390
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Book Description
This book offers a corpus-based comparative study of an almost entirely unexplored set of multi-word lexical items serving pragmatic or text-structuring functions. Part One provides a descriptive account of multi-word discourse markers in written English, French and German, focussing on dicussion of interlingual equivalence. Part Two examines the use of multi-word markers by non-native speakers of English and discusses lexicographical and pedagogical implications.
Author: Lan Fen Huang
Publisher:
ISBN:
Category :
Languages : en
Pages : 384
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Author: Loretta Po-yin Fung
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Hussain Al-Fattah Ahmad
Publisher: Lulu.com
ISBN: 1329751213
Category : Education
Languages : en
Pages : 236
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Book Description
Selected papers from the Journal of Applied Linguistics (Dubai) edited by Hussain Al-Fattah Ahmad
Author: Kristin Micaela Roberts
Publisher:
ISBN:
Category :
Languages : en
Pages : 718
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Adolescence is a period characterized by innovative language features. For instance, Andersen (2001), who examined the notoriously "teenage" discourse marker like in adolescent speech, noted, "Adolescents are innovative at different linguistic levels ... which contrasts with the relative linguistic stability of the language of adulthood" (2001:6-8). One way in which teenage talk is distinct from adult speech is it typically contains more discourse markers, including reformulation markers. Reformulation, as a discourse function, serves as a conversational tool for adolescent speakers due to the nature of their speech, which requires more repairs and elaborations (Buysse 2012). The objective of the present study was to examine how 24 adolescent native Spanish speakers and 24 learners of Spanish as a second language (L2) before and after study abroad in Granada, Spain understood, recognized, and used a set of reformulation markers. Specifically, I observed how the participants selected the markers o sea (0́I mean), en plan (0́8like'), digo (0́8I mean'), quiero decir ('mean'), de todas formas ('anyway'), and total (0́8in short'), which are traditionally classified as reformulation markers, to complete a cloze test consisting of transcribed Spanish dialogues, demonstrated familiarity with the markers, and used them/or other reformulation strategies in elicited dialogues with a peer. The results of this analysis show that of the six most frequently occurring reformulation markers identified in previous research, the native speaker adolescents preferred the marker o sea, followed by en plan and de todas formas. The learners' speech, on the other hand, lacked Spanish discourse markers altogether, and a number of speakers interjected English reformulation markers when speaking Spanish. Nonetheless, some learners gained familiarity with the marker en plan and incorporated non-lexical Spanish markers (eh, em) into their speech by the end of the program. Theoretically, the teenage Granada-Spanish speakers' familiarity with and use of en plan provide evidence of an innovative language change attested previously in other varieties of Peninsular Spanish, while learner results suggest that reformulation markers are not readily acquired in short-term immersion programs.
Author: Abigail Alviz
Publisher: GRIN Verlag
ISBN: 3668018537
Category : Foreign Language Study
Languages : de
Pages : 31
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Book Description
Studienarbeit aus dem Jahr 2015 im Fachbereich Didaktik für das Fach Englisch - Pädagogik, Sprachwissenschaft, , Sprache: Deutsch, Abstract: Writing, as a macro skill, has been a central focus in most Philippine curricula in the last three decades and continues to be so. Filipino students are taught varied strategies on how they can improve their writing to produce well-organized texts. Specific writing devices are needed to help students formulate cohesive and coherent texts. Several studies have aimed at analyzing these devices, generally termed as discourse markers (DMs), which were considered as “growth market in linguistics” by Fraser (1998). DMs were first dealt in a seminal paper by Halliday and Hassan (1976) when they analyzed text and questioned: “What makes a text different from a random collection of unrelated sentences?” Although the direct use of the term DMs was not mentioned, Halliday and Hasan, proposed a set of cohesive devices (reference, repetition, substitution, ellipsis, and conjunction) that “help create a text by indicating semantic relations in an underlying structure of ideas.” Fraser (2009) found that several expressions are used to refer to DMs including cue phrases, discourse connectives, discourse markers, discourse operators, discourse particles, pragmatic expressions, and pragmatic markers. DMs are linguistic items such as well, however, so, because, etc. which contribute to the cohesiveness, cohesion, and meaning in discourse segments. Fraser (1990) provided an account of DMs to clarify their status and defined DMs as “a class of lexical expressions drawn primarily from the syntactic classes of conjunctions, adverbs, and prepositional phrases.” In analyzing DMs, two accounts have emerged to which researchers subscribe. The issue highlighted in this difference is regarded to “how the use of DMs contributes to discourse interepretation” The current study seeks to identify, quantify, and analyze the use of DMs in high school students’ argumentative and narrative essays. It also intends to probe into the relationship of the frequency and use of DMs to the quality of the students’ writing, Specifically, it would answer the following: 1. What types of discourse markers are utilized by Grade 9 Filipino ESL learners in personal narrative and argumentative writing? 2. Are there any significant quantitative and qualitative differences in the use of discourse markers by Grade 9 Filipino ESL learners? 3. Is there a direct relationship between the number of discourse markers used and the quality of students’ writings?
Author: Raymond Hickey
Publisher: Cambridge University Press
ISBN: 1139465848
Category : Language Arts & Disciplines
Languages : en
Pages : 524
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Book Description
English has been spoken in Ireland for over 800 years, making Irish English the oldest variety of the language outside Britain. This 2007 book traces the development of English in Ireland, both north and south, from the late Middle Ages to the present day. Drawing on authentic data ranging from medieval literature to authentic contemporary examples, it reveals how Irish English arose, how it has developed, and how it continues to change. A variety of central issues are considered in detail, such as the nature of language contact and the shift from Irish to English, the sociolinguistically motivated changes in present-day Dublin English, the special features of Ulster Scots, and the transportation of Irish English to overseas locations as diverse as Canada, the United States, and Australia. Presenting a comprehensive survey of Irish English at all levels of linguistics, this book will be invaluable to historical linguists, sociolinguists, syntacticians and phonologists alike.
