DISCOURSE MARKERS IN ENGLISH (original) (raw)
Related papers
2017
It is impossible for us not to use discourse markers in our utterance because without being realized we need them to make our utterance more meaningful. The importance and the function of discourse marker haven’t been known widely by students, and for the reason the research entitled ‘An Analysis the use of discourse markers in the spontaneous and non-spontaneous utterance’s students. The aims of the research are: the first is to analyze the most discourse markers used in spontaneous utterance’s students. The second is to analyze the use of discourse marker in non-spontaneous utterance, and the third is to analyze discourse markers used wrongly in spontaneous and nonspontaneous utterance’s students. After being analyzed, it could be concluded that both spontaneous and nonspontaneous utterances, discourse marker ‘hmm’ as ‘filler’ is mostly used. The other discourse markers used by students are ‘yes’, ‘oh’, ‘well’, ‘I see’. Meanwhile the most discourse markers used wrongly by the stud...
English Education Journal
This study revealed the comparison of the use of discourse markers in English speeches between non-native and native speakers of English. The study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. This study employed a qualitative research design with the data from the spoken discourse. The findings of the study showed that there were ten sub-categories of discourse markers that are practiced by non-native speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. On the contrary, there were nine sub-categories of discourse markers that existed in English speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential...
Discourse markers in classroom communication
2015
In this article the functions of Hungarian discourse markers are discussed on the basis of an analysis of classroom discourse and transcripts from the Hungarian ASZ MODA corpus. The analysis demonstrates that discourse markers are dominant stylistic features of teacher explanations and of student answers as well. Discourse markers assist in introducing and continuing discourse in teachers' explanations and play a role in maintaining the teacher-student relationship. Additionally, they also signal, to the students, the teacher's relatedness to the discourse and to the communicative situation as well as have a discourse planning function. In student answers, due to the asymmetrical nature of speech situation, the interpersonal functions of discourse markers are played down, but the referential, structural and cognitive functions of the discourse markers are predominant, as the analysis of hát 'well' clearly demonstrates.
Discourse marker use in native and non-native English speakers
Studies in language companion series, 2004
Studies of native English speakers have shown that the use of discourse markers is a pervasive feature of colloquial English (Jucker 1993; Miller and Weinert 1995; Schiffrin 1985; Watts 1989). Some studies claim that discourse markers are considered to be non-...
The term discourse markers refers to a class of linguistic devices that includes words and phrases, such as, anyway, well, you know, I mean, oh, so, like, and uh. While exemplars of discourse markers might be easily recognizable, the category as a whole defies a clear definition. Scholars disagree about what items should (and should not) be included under this umbrella term and whether this is, in fact, an apt term. Consequently, a variety of other labels have been used to refer to some or all members of this category, including pragmatic markers, discourse particles, discourse connectives, discourse operators, hedges, fillers. The functioning of individual discourse markers is also difficult to explicate. Furthermore, there is substantial disagreement about whether discourse markers should be seen as inherently multifunctional (having different meanings in different contexts) or whether they should be conceptualized as having an underlying (or basic) meaning that gets specified or "particularized" on different occasions of use.
AN ANALYSIS OF THE USE OF DISCOURSE MARKERS IN AN ONLINE COURSE
AN ANALYSIS OF THE USE OF DISCOURSE MARKERS IN AN ONLINE COURSE, 2023
Linguists have extensively studied the use and function of discourse markers (DMs). The present research focuses on the use of DMs in a virtual classroom from an EMI extension course classroom. The investigation of the oral production of online classes at a pragmatic level is justified due to the importance of pragmatic aspects in environments of intercultural communication. For that, it is necessary to question whether DMs are more common to organize discourse or express intersubjective functions. In addition, do some of the DMs observed in the corpus classify outside of the functional categories described in the theoretical background? That way, the main objective is to analyze the spontaneous oral production of the online course in regard to the use and function of DMs. The study is characterized as a qualitative and exploratory research with a longitudinal approach based on non-participant observation. The methodology is grounded on the concepts of conversation analysis, corpus linguistics, and corpus pragmatics. The data is collected from the virtual meetings recordings conducted through a video conferencing platform. The corpus was transcribed through the software CLAN (Computerized Language Analysis). The results show that in some cases DMs were employed with a different function than the ones described in the literature or even with a weaker meaning when inside of sequences of DMs. Most of the observed DMs performed the function of organizing the discourse. At the end of the study, the entirety of the corpus was analyzed and further discussed in terms of the use and function of DMs in the context of online ESL classes. The discussion was established from both a theoretical and pedagogical standpoint. Future research could focus on the analysis of specific DMs in the context of L2 classrooms and on the explicit teaching of DMs to ESL learners. Keywords: discourse markers; corpus linguistics; corpus pragmatics; conversation analysis; online course.
The use of discourse markers in E.F.L. learners' writing
Revista Alicantina de Estudios Ingleses, 2002
This study investigates the use of discourse markers by Spanish learners of English. It is intended as an initial contribution to the study of how discourse markers are used by foreign language learners. We conduct two pilot studies involving the use of English discourse markers by native speakers of Spanish. We first study if these speakers use English discourse markers at all in their writings and if they use some markers and not others. We then compare the use they make of discourse markers in Spanish and in English. This study shows that native speakers of Spanish use discourse markers extensively and in appropriate ways both in Spanish and in English. We also observe some differences between the writings in English and Spanish with respect to the number of markers employed as well as the variety of markers used. With these initial results, we intend to better define future research questions and directions.
The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers
Onomázein Revista de lingüística filología y traducción, 2020
This article presents and discusses a computer-assisted case study of the use of discourse markers (further—‘DMs’) in oral discourse in English as a Foreign Language (EFL) by pre-service teachers in Norway. The aim of this case study is to explore the use of DMs by pre-service teachers (further referred to as ‘participants’) in EFL classroom by means of analysing the participants’ answers to the questionnaire that is designed to address the use of DMs in oral discourse in EFL after their school practice. The case study is informed by the view of DMs as “sequentially dependent elements that bracket units of talk” (Schiffrin, 1987: 31). The quantitative analysis of the participants’ questionnaires in statistical program SPSS version 18.0 (2009) indicates that the participants’ repertoire of DMs in their oral discourse in EFL classroom consists of such DMs as also, and, as, because, besides, but, especially, if, OK, or, so, and then. Additionally, the participants note that they do not...
Unpacking the function(s) of discourse markers in academic spoken English: a corpus-based study
The Australian Journal of Language and Literacy
Discourse markers can have various functions depending on the context in which they are used. Taking this into consideration, in this corpus-based research, we analyzed and unveiled quantitatively and qualitatively the functions of four discourse markers in academic spoken English. To this purpose, four discourse markers, i.e., “I mean,” “I think,” “you see,” and “you know,” were selected for the study. The British Academic Spoken English (BASE) corpus was used as the data gathering source. To detect the discourse markers, concordance lines of the corpus were carefully read and analyzed. The quantitative analysis demonstrated that from among the four discourse markers, “you know” and “you see” were the most and the least frequent ones in the corpus, respectively. In line with the quantitative analysis, the qualitative analysis of the concordance lines demonstrated that there were various functions with regard to each of the four discourse markers. The findings of this study can have...