The use of discourse markers in the writings of turkish students of english as a foreign language: a corpus based study

Aysu, Semahat

doi:10.5961/jhes.2017.191

Cited by 9 publications

(11 citation statements)

References 8 publications

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“…Other studies support the use of the additive marker 'and' as well (Abal 2016;Altunay 2009;Bahaziq 2016;Dumlao and Wilang 2019;Kurtul 2011;Yin 2015Yin , Özdamar 2020. In Kurtul's (2011), Aysu's (2017 and Özdamar's (2020) studies, ve (and) was the most frequently used conjunction in Turkish. It is also interesting to see that ve conjunction was used more frequently in social sciences than in physical sciences (Sarıkaya 2020).…”

Section: Qualitative Resultsmentioning

confidence: 99%

A Textual Analysis of Turkish Advice Letters in the Construction of a Persuasive Agony Aunt

OKTAY>

2023

OPUS Toplum Araştırmaları Dergisi

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As a representative form of popular culture, the continuation of advice letters written by the agony aunts in newspapers can demonstrate society's needs. Despite its commonality in everyday life, advice can be termed as a ‘complex and interesting speech act’ (Hyland and Hyland 2012) since sometimes it does not end in one sentence like other speech acts (e.g., requesting, apologies and thanking) (Trosborg 1995). Based on data from a collection of 100 advice letters written by the Turkish agony aunt gathered from the years 2020-2021, a textual meta discursivee analysis of advice letters is conducted to evaluate the types and frequencies of textual markers to find out how the agony aunt utilizes these textual elements to put forward her arguments. The findings reveal that 1) logical markers are extremely essential for persuading advice seekers and 2) adversatives and additives are necessary for providing a logical basis when advising advice seekers. The paper concludes by indicating that textual markers are essential for persuading advice seekers and potential readers when giving advice.

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Section: Qualitative Resultsmentioning

confidence: 99%

A Textual Analysis of Turkish Advice Letters in the Construction of a Persuasive Agony Aunt

OKTAY>

2023

OPUS Toplum Araştırmaları Dergisi

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“…Zorluel-Özer and Okan (2018) compared Turkish and native EFL teachers' lectures with regard to DMs. Since the use of DMs in writing is the concern of this paper, studies in written discourse (Al-khazraji, 2019;Aysu, 2017;Dumlao & Wilang, 2019;Feng, 2010;Kuzborska & Soden, 2018;Martinez, 2004;Povolna, 2012;Yunus & Haris, 2014) were summarized in detail below. Dumlao and Wilang (2019) examined 24 academic essays written by L1 and L2 English users, who are in a BA TESOL program, in terms of their DMs.…”

Section: Previous Studies On the Use Of Dmsmentioning

confidence: 99%

Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University

Aysu

2023

e-ijer

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Writing is one of the productive skills and it is very important. However, it is a very difficult skill to develop even in the native language. In other words, knowing the grammar rules and vocabulary do not create a perfect writing. Using discourse markers between the sentences to relate them with one another makes it more coherent. Therefore, in this study it was aimed to scrutinize the use of discourse markers (DMs) in the paragraphs of high-scored students and low-scored students. In the final exam paper, students were asked to write a story about one of three pictures they chose. They were expected to narrate a story with 100-120 words as they were intermediate level students (B1). After two instructors evaluated each of the students’ writing exams based on the non-academic criteria with the following sub-criteria: “accuracy of vocabulary, variety of vocabulary, accuracy of grammar, variety of grammar, paragraph structure, quality and relevance of ideas, linking words, punctuation and capitalization, and spelling mistakes”, the writings of students who sent their consents were analyzed both quantitatively and qualitatively in this current study. 10 papers for each category (low-scored students’ and high-scored students’ paragraphs) were examined. Results showed that high-scored students used more DMs than low scored-students. Furthermore, misuse of DMs and overused DMs, which result in redundancy in the texts, make the writings disorganized and incomprehensible. Finally, there was a positive relationship between advanced uses and writing scores. As an implication of the study, it should be noted that students should be equipped with the semantically and functionally correct use of DMs. Therefore, teachers should attempt to use different methods or ways to teach them in the classroom.

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“…Numerous studies compared the use of DMs by native and non-native speakers of English (eg., Aysu, 2017;House, 2009). With the recognition of the significance of communicative competence, the number of studies about non-native speakers showed a notable increase over the last decades.…”

Section: Previous Research On Discourse Markersmentioning

confidence: 99%

“…Various studies have investigated the use of DMs or pragmatic markers by non-native speakers of English (Aijmer, 2011;Asık & Cephe, 2013;Aysu, 2017;Fung & Carter, 2007;Hellermann & Vergun, 2007;Liao, 2009). The variables which might affect the use of DMs have also been investigated mostly in some of these studies.…”

Section: Introductionmentioning

confidence: 99%

The use of micro-level discourse markers in British and American feature-length films: Implications for teaching in EFL contexts

Başol

Kartal

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Discourse markers (DMs) are significant for fluent speech. Furthermore, they are essential elements of language for conversation organisation, reciprocal relation of interlocutors, productive speaking and comprehension. Although they have critical functions for pragmatic development, they are neglected in language teaching either because of the belief that they are challenging to teach or as a result of the focus on grammatical competence in language teaching. This study examined the use and functions of micro-level DMs in British and American featurelength films, and it provided implications for using feature-lengths films as a means for authentic language input in explicit or implicit teaching of DMs. The scripts of four films (two British and two American) were analysed using the AntConc Concordance program. The results showed that there is not a significant difference between British and American films regarding the frequency of DMs well, like, and you know. On the other hand, it was found that oh was used more frequently in British films than American films. The functional analysis of the DMs showed that both British and American feature-length films represent the use of English DMs in native discourse. Therefore, the study concludes that the films could be used for teaching and learning of DMs in foreign language classrooms. The results were discussed with pedagogical implications.

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The use of discourse markers in the writings of turkish students of english as a foreign language: a corpus based study

Cited by 9 publications

References 8 publications

A Textual Analysis of Turkish Advice Letters in the Construction of a Persuasive Agony Aunt

A Textual Analysis of Turkish Advice Letters in the Construction of a Persuasive Agony Aunt

Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University

The use of micro-level discourse markers in British and American feature-length films: Implications for teaching in EFL contexts

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