Discourse marker use across speech contexts: A comparison of native and non-native speaker performance

Fuller, Janet M.

doi:10.1515/mult.2003.010

Cited by 77 publications

(40 citation statements)

References 4 publications

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“…One can test whether a word or phrase is a tag by substituting different tags for it and checking whether any meaning is lost. A similar test was proposed by Columbus (2010) for invariant TQs in English, following Fuller's (2003) claim that the semantic relationship between elements in the utterance should remain unchanged if the tag is removed. In Excerpt 10, the tag no is used in final position to confirm information.…”

Section: Substitution Testmentioning

confidence: 96%

Italian tag questions and their conversational functions

Tomaselli

Gatt

2015

Journal of Pragmatics

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This study examines the use of tag questions in Italian conversation. We propose a classification of their discourse functions, and provide an account of their syntactic and discourse contexts. The data used are recordings of conversation in several settings: experimental game settings, a reality TV show, and TV and radio talk shows, for a total of 60.4 h. The analysis uncovered seven main functions, some of which do not conform to existing classifications in the literature. We explore the relationship between these functions and the conversational settings in which they are used, their placement within the utterance, and their relationship with asymmetries in participants' leadership roles in specific settings.

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Section: Substitution Testmentioning

confidence: 96%

Italian tag questions and their conversational functions

Tomaselli

Gatt

2015

Journal of Pragmatics

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“…English) and that those who are more integrated into the local francophone community have more native-like use of discourse markers, especially those who have been exposed to French since their childhood. Regarding the use of discourse markers in English as second language context, Fuller (2003a) compares the use of discourse markers by native English speakers and by non-native English speakers in different contexts-interviews and conversations. Her findings support all the previous studies on the use of discourse markers by non-native English speakers that overall non-native English speakers use fewer discourse markers than native English speakers.…”

Section: Literature Review On the Acquisition Of Discourse Markersmentioning

confidence: 99%

“…(2) The utterance will still be grammatically intact without the discourse markers. Based on Fuller's (2003a) two principles, the selected discourse markers for this study are like, yeah, oh, you know, well, I mean, right, ok and actually. like, yeah, oh, you know, well and I mean are selected because they appear more frequently in Fuller's (2003a) corpus of native English speakers.…”

Section: Criteria For the Selection Of Discourse Markersmentioning

confidence: 99%

“…Based on Fuller's (2003a) two principles, the selected discourse markers for this study are like, yeah, oh, you know, well, I mean, right, ok and actually. like, yeah, oh, you know, well and I mean are selected because they appear more frequently in Fuller's (2003a) corpus of native English speakers. right and ok are selected because they are frequently used in academic discourse, especially in lectures and seminars (Schleef, 2004).…”

Section: Criteria For the Selection Of Discourse Markersmentioning

confidence: 99%

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A study of the acquisition of discourse markers by Chinese learners of English

2013

ijes

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This study investigates the acquisition of discourse markers by Chinese learners of English in terms of gender, style and individual identity. The subjects of the study are 15 female university students and 15 male university students. The data is collected by means of audio recording in the classroom discussion and in the interviews. The examined discourse markers are like, yeah, oh, you know, well, I mean, right, ok and actually , and a total of 1292 tokens for these discourse markers are identified in the subjects' classroom discussion and in the subjects' interviews. The results of the study show that: (1) the female subjects use discourse markers more frequently than the male subjects. (2) all the subjects employ discourse markers in the interviews at a higher rate than in the classroom discussion. (3) the subjects' individual identity has the effects on their use of discourse markers. (4) the subjects display their individual variations in their frequencies of discourse markers in the interviews and in the classroom discussion respectively. KEYWORDS: discourse marker, acquisition, Chinese learner of English, sociopragmatics. RESUMENEl presente estudio investiga la adquisición de los marcadores discursivos de los estudiantes chinos de inglés en lo relativo al sexo, el estilo y la identidad individual. Las personas investigadas son 15 estudiantes universitarias y 15 estudiantes universitarios. Se recogen los datos mediante grabación de audio en forma de discusión en clase y entrevista. Los marcadores discursivos investigados son: like, yeah, oh, you know, well, I mean, right, ok y actually. En la discusión y la entrevista, se identifican 1292 marcadores discursivos. El resultado del estudio demuestra que: (1) Las personas investigadas femeninas utilizan los marcadores discursivos con más frecuencia que los masculinos. (2) Todos los sujetos investigados utilizan los marcadores discursivos en la entrevista con más frecuencia que en la discusión en clase. (3) La utilización de marcadores discursivos de los sujetos investigados está influida por la identidad individual. (4) Los sujetos investigados muestran variación de frecuencia en el uso de los marcadores discursivos en la entrevista y la discusión en clase.PALABRAS CLAVE: los marcadores discursivos, la adquisición, estudiantes chinos del inglés, la pragmática social.

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“…Over the last decade, the interest in the process of acquiring and using discourse markers by non-native speakers of languages, especially English, has generated a considerable amount of research (e.g., Buysee, 2012;Fuller, 2003;Fung & Carter, 2007;Hellermann & Vergun, 2007;Lam, 2009;Liao, 2009;Müller, 2005). However, although English has been increasingly learned as a foreign language taught by non-native speakers of English in a formal pedagogical setting, there has been notably less research conducted in the classroom context (Chapeton Castro, 2009).…”

Section: Discourse Markers In Efl Classroom Contextmentioning

confidence: 99%

Discourse markers in non-native EFL teacher talk

Vickov

Jakupčević

2017

SSLLT

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The present study aims to investigate the use of discourse markers (DMs) in nonnative (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

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Discourse marker use across speech contexts: A comparison of native and non-native speaker performance

Cited by 77 publications

References 4 publications

Italian tag questions and their conversational functions

Italian tag questions and their conversational functions

A study of the acquisition of discourse markers by Chinese learners of English

Discourse markers in non-native EFL teacher talk

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