The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency

Капранов, Олександр

doi:10.22364/bjellc.08.2018.04

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…Previous research in applied linguistics indicates that DMs play a substantial role in oral discourse (Carter & McCarthy, 2006). For instance, such DMs as okay, well, now are thought to be "restricted primarily to spoken discourse" (Carter & McCarthy, 2006: 66), whilst DMs henceforth, therefore, etc., are associated with written discourse (Kapranov, 2018). In contrast to written discourse, however, oral discourse is characterised by those DMs whose meaning and pragmatic functions are ambiguous and multifunctional (Carter & McCarthy, 2006;Crible & Cuenca, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…DMs appear to be associated with a variety of pragmatic purposes, genre conventions, and registers that are expected in a given socio-communicative situation or a domain of experience (Biber, 2006;Matras, 2000). For instance, the DM well occurs in informal oral discourse, whereas the DM therefore eventuates in the formal register of English (Crible & Cuenca, 2017;Kapranov, 2018). Irrespective of the register, DMs constitute a feature of monolingual (Schiffrin, 1987), bilingual (Maschler, 2000), and EFL discourse (Kapranov, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers

Капранов¹

2020

Onomázein

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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 use the following DMs during their teaching practice at school, e.g. indeed, moreover, and rather. These findings and their linguo-didactic implications will be further discussed in the article.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers

Капранов¹

2020

Onomázein

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“…This said, explicit teaching, which involves direct explanation of metadisourse markers (Bu, 2012;Ishihara, 2010;Nguyen, 2013;Rose, 2005;Taguchi, 2015), has also proved beneficial as it helps students make informed pragmatic choices (Bardovi-Harlig & Mahan-Taylor, 2003). Although the two instructional approaches have been frequently compared in the literature (e.g., Hernández 2011;Kapranov, 2018;Moody, 2014;Nguyen et al, 2012;Ziafar, 2020), this has rarely been done in the context of teaching a complete set of interactional markers as presented by Hyland (2005). Such a state of affairs is unfortunate because mastering the use of metadiscourse markers in relation to a model like Hyland's (2005) is likely to greatly help learners to better organize their writing and enhance readers' engagement.…”

Section: Introductionmentioning

confidence: 99%

Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers

El‐Dakhs

Yahya

Pawlak

2022

Asian. J. Second. Foreign. Lang. Educ.

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The current study aimed to compare the influence of explicit versus implicit instruction on EFL learners’ use of interactional metadiscourse markers in their writing. The study also aimed to explore the perceptions of EFL learners on the instruction of these markers in their writing classes. 120 female undergraduates who are Arab EFL learners took part in the investigation. A mixed-methods research design was adopted with an explicit instruction group, an implicit instruction group and a control group. The experimental groups were introduced to a set of interactional metadiscourse markers as per Hyland’s (2005) interaction model in two 70-minute sessions. Additionally, the experimental groups completed two post-experimental questionnaires. The results of analysis of variance showed a positive, albeit very limited, influence for the explicit/implicit teaching with the markers of self-mentions, appeals to shared knowledge, directives and questions. As for the participants’ perception of the instructional intervention, the participants viewed both explicit and implicit instruction as helpful but could not always apply what they had learned due to task demands. The results are discussed in light of the existing literature and the specific context in which the study was implemented. Furthermore, implications for writing pedagogy are proposed.

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Evidentiality in Argumentative Essays by Upper-Intermediate EFL Students

Kapranov

2023

LANGUAGE: Codification, Competence, Communication

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The article presents a study that aims at casting light on evidentiality in a corpus of argumentative essays written by a group of upper-intermediate university students of English as a Foreign Language (EFL) whose first language is Norwegian (henceforth – participants). The corpus of the participants’ essays was examined for the markers of evidentiality, which was operationalised as the source of textual information that originated outside the current text (Hyland, 2005). Specifically, the corpus was searched for reporting verbs associated with evidentiality (for instance, to indicate, to posit, to show, etc.). The results of the corpus analysis indicated that the participants’ argumentative essays appeared to be marked by such verbs associated with evidentiality as to argue, to claim, to say and to state. These findings were discussed in the article through the lens of didactic considerations that would be relevant to tertiary EFL contexts.

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The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency

Cited by 5 publications

References 34 publications

The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers

The use of discourse markers in oral discourse in EFL classroom by pre-service EFL teachers

Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers

Evidentiality in Argumentative Essays by Upper-Intermediate EFL Students

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