Discourse markers and (dis)fluency in English and French

Crible, Ludivine

doi:10.1075/ijcl.22.2.04cri

Cited by 63 publications

(6 citation statements)

References 31 publications

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“…It signifies that DMs have context‐specific behavior. As could be predicted (e.g., Crible, 2017), “and” had the highest frequency among the total markers. The next frequent two markers, “well” and “oh,” are relevant to consideration and concern markers, respectively (see Table 3), where learners evaluate the compliments and respond to them consciously (e.g., they do not simply thank the teacher).…”

Section: Resultssupporting

confidence: 61%

Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction

Morady Moghaddam

2023

Foreign Language Annals

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This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher–student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment–response exchanges, 148 DMs were identified within the responses. These sequences were analyzed to find out how DMs are combined with four distinct CR types; accept, mitigate, reject, and request interpretation. DMs were also identified and categorizedbased on their frequency of occurance and semantic features to allow comparison with previous findings. The results of this study revealed that Iranian EFL learners resorted to a limited number of DMs in responses to teacher‐generated compliments, with “linking” DMs being the most favorable type. Moreover, some DMs were accompanied by a specific CR type which helped the formation of an intended illocutionary force by the complimentee. It was also observed that a DM or a combination of these markers can stand alone as a legitimate and functional response to compliments, which further reveals that DMs can contribute to both semantic and pragmatic meaning. These findings clearly suggest that explicit teaching of DMs in English language classes should be taken into consideration, as these linguistic elements can provide learners with important tools to convey their intended meaning more smoothly and effectively.

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Section: Resultssupporting

confidence: 61%

Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction

Morady Moghaddam

2023

Foreign Language Annals

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“…An apology, however, not only tries to get the hearer's attention but also reduces the level of imposition of the request and points to a potential pity or, at least, tries to anticipate a possible threat for the hearer's face (Brown and Levinson, 1987). Moreover, while the mitigation function is generally recognised for discursive markers (Crible, 2017), we believe that a request is mitigated differently with discursive markers than with an apology, hence the separation in distinct categories.…”

Section: 3mentioning

confidence: 79%

How to Start a Request? A Contrastive Study of Alerters in Spanish by Speakers of L1 Spanish and L1 French

Marsily

Cock

2023

Contrastive Pragmatics

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The formulation of requests has been widely studied in pragmatics, both within a (variety of) language and from a contrastive perspective. In this study, we will show the specific role of alerters (elements that precede the request head act and that serve to get the attention of the hearer on the request) in request formulation, comparing L1 speakers of Spanish and L2 speakers of Spanish with L1 French in Discourse Completion Tests and Naturalised Interactions. In doing so, we contribute to the contrastive pragmatic study of both languages. Our data reveal that there are statistically significant differences in the use of alerters from Spanish L1 and L2 speakers in the DCTs but not in the Naturalised Interactions. Alerters occur with rather similar frequencies in both groups, but there are qualitative differences as to which forms are adopted. At the methodological level, we highlight that data obtained from both groups’ DCTs vs. Naturalised Interactions show different results, thus underlining the importance of combined methods for contrastive pragmatics research.

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“…Then we analyzed the annotated data searching if certain domains and functions might be related to the translator's choices to integrate additional particles or other lexical items into the translation of discourse markers. (Crible, 2017) used for the annotation in the current study. The taxonomy describes discourse markers as functioning in four domains which include: the ideational domain related to real-world events; the rhetorical domain related to the speaker's expressed subjectivity and meta-discursive effects; the sequential domain concerning the structuring of local and global units of discourse; and the interpersonal domain related to managing the speaker-hearer relationship.…”

Section: Methodsmentioning

confidence: 99%

Corpus Processing of Multi-Word Discourse Markers for Advanced Learners

Liebeskind

Oleškevičienė

2023

IISIT

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Aim/Purpose. The most crucial aspects of teaching a foreign language to more advanced learners are building an awareness of discourse modes, how to regulate discourse, and the pragmatic properties of discourse components. However, in different languages, the connections and structure of discourse are ensured by different linguistic means which makes matters complicated for the learner. Background. By uncovering regularities in a foreign language and comparing them with patterns in one’s own tongue, the corpus research method offers the student unique opportunities to acquire linguistic knowledge about discourse markers. This paper reports on an investigation of the functions of multi-word discourse markers. Methodology. In our research, we combine the alignment model of the phrase-based statistical machine translation and manual treatment of the data in order to examine English multi-word discourse markers and their equivalents in Lithuanian and Hebrew translations by researching their changes in translation. After establishing the full list of multi-word discourse markers in our generated parallel corpus, we research how the multi-word discourse markers are treated in translation. Contribution. Creating a parallel research corpus to identify multi-word expressions used as discourse markers, analyzing how they are translated into Lithuanian and Hebrew, and attempting to determine why the translators made the choices add value to corpus-driven research and how to manage discourse. Findings. Our research proves that there is a possible context-based influence guiding the translation to choose a particle or other lexical item integration in Lithuanian or Hebrew translated discourse markers to express the rhetorical domain which could be related to the so-called phenomenon of “over-specification.” Recommendations for Practitioners. The comparative examination of discourse markers provides language instructors and translators with more specific information about the roles of discourse markers. Recommendations for Researchers. Understanding the multifunctionality of discourse markers provides new avenues for discourse marker application in translation research. Impact on Society. The current study may be a useful method to strengthen students’ language awareness and analytic skills and is particularly important for students specializing in English philology or translation. Beyond the empirical research, an extensive parallel data resource has been created to be openly used. Future Research. It should be noted that the observed phenomenon of “over-specification” could be analyzed further in future research.

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Discourse markers and (dis)fluency in English and French

Cited by 63 publications

References 31 publications

Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction

Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction

How to Start a Request? A Contrastive Study of Alerters in Spanish by Speakers of L1 Spanish and L1 French

Corpus Processing of Multi-Word Discourse Markers for Advanced Learners

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