Discourse Markers in Native and Non-native English Discourse by Simone Müller PDF

By Simone Müller

ISBN-10: 9027253811

ISBN-13: 9789027253811

Whereas discourse markers were tested in a few element, little is understood approximately their utilization by means of non-native audio system. This e-book offers worthy insights into the capabilities of 4 discourse markers (so, good, you recognize and prefer) in local and non-native English discourse, including to either discourse marker literature and to stories within the pragmatics of learner language. It offers a radical research at the foundation of a considerable parallel corpus of spoken language. during this corpus, American scholars who're local audio system of English and German non-native audio system of English retell and talk about a silent motion picture. all the major chapters of the e-book is devoted to at least one discourse marker, giving a close research of the features this discourse marker fulfills within the corpus and a quantitative comparability among the 2 speaker teams. The ebook additionally develops a two-level version of discourse marker features comprising a textual and an interactional point.

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Answers to this are sketched out in the last chapter. Chapter 1.  Basic assumption of the present study: Multifunctionality An assumption which plays an important role for this research is that discourse markers are multifunctional. 5, I have reported on the issue of core meaning versus multifunctionality, showing that there is (a) no agreement on whether it is obligatory, useful, or rather counterproductive to try to identify a core meaning, and that (b) corpus linguistics may present an obstacle to giving a unified description of the discourse marker function because it may return instances which do not fit this description.

This corpus fulfills Selinker’s demand better than discourse completion tasks because the task for the student (to write an argumentative essay about a topic of the teacher’s or their own choice) is a genuine one within the classroom setting. As Granger argues, referring to Sinclair’s term ‘authentic data’, “[i]n as far as essay writing is an authentic classroom Chapter 1. Introduction activity, learner corpora of essay writing can be considered to be authentic written data” (2002: 8). Another parallel corpus initiated at the University of Louvain in 1995 and in the process of compilation, the Louvain International Database of Spoken English Interlanguage (LINDSEI), will complement the ICLE.

Even so, it does not cover all uses of well occurring in real spoken data, as will be seen in Chapter 3. Many researchers seem to feel the obligation to find a core meaning. Östman initially did not yield to this obligation: “At present I do not want to take a stand in the discussion of what general category you know should be assigned. And this is for a reason: I do not think it is a relevant question, or, more specifically, I think you know (and a number of other pragmatic expressions) can perform different kinds of functions in different situations and contexts” (Östman 1981: 16).

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