Word order in English and French

Dupont, Maïté

doi:10.1075/etc.8.1.04dup

Cited by 49 publications

(1 citation statement)

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“…Since they enhance text coherence, connectors are an integral part of sentence structure. Connectors are lexical artifacts that a writer or speaker uses to connect facts, clauses, or ideas in a text to explain its meaning (Bolton et al, 2002;Carella, 2011;Carrió-Pastor, 2013;Dupont, 2015;Molencki, 2011;Swan, 2005). The analysis of sentence connectors is divided into three approaches.…”

Section: Introductionmentioning

confidence: 99%

The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension

Pangestu

Hidayah

Apriani

2021

linguist: j. linguist. lang. teach.

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There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.

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Section: Introductionmentioning

confidence: 99%

The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension

Pangestu

Hidayah

Apriani

2021

linguist: j. linguist. lang. teach.

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Discourse markers and (dis)fluency in English and French

Crible

2017

IJCL

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While discourse markers (DMs) and (dis)fluency have been extensively studied in the past as separate phenomena, corpus-based research combining large-scale yet fine-grained annotations of both categories has, however, never been carried out before. Integrating these two levels of analysis, while methodologically challenging, is not only innovative but also highly relevant to the investigation of spoken discourse in general and form-meaning patterns in particular. The aim of this paper is to provide corpus-based evidence of the register-sensitivity of DMs and other disfluencies (e.g. pauses, repetitions) and of their tendency to combine in recurrent clusters. These claims are supported by quantitative findings on the variation and combination of DMs with other (dis)fluency devices in DisFrEn, a richly annotated and comparable English-French corpus representative of eight different interaction settings. The analysis uncovers the prominent place of DMs within (dis)fluency and meaningful association patterns between forms and functions, in a usage-based approach to meaning-in-context.

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Placement patterns of English and French conjunctive adjuncts of contrast

Dupont

2020

LiC

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Abstract In many languages, conjunctive adjuncts (e.g. however, therefore) are syntactically mobile. Several corpus-based contrastive studies have shown that languages differ in the positions that they tend to prefer for conjunctive adjuncts. However, the studies available have formulated general cross-linguistic differences in placement for languages as wholes, without considering the possibility that such contrasts may be influenced by register. The objective of this paper is to investigate and compare the placement patterns of English and French conjunctive adjuncts of contrast in two written registers (viz. editorials and research articles) in order to measure the impact of register variation on the differences between these two languages. The results suggest that, although register variation plays a significant role on placement within each language system, language is a better predictor of placement than register, since cross-linguistic differences in placement between English and French are stable across communicative situations. In a second stage, the results obtained in the comparable corpus study are complemented with the analysis of translation data, with a view to assessing the translators’ degree of awareness of the inherent word order preferences of the target language. The study is grounded in the framework of Systemic Functional Linguistics and relies on the notions of Theme and Rheme to describe conjunctive adjunct placement.

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Word order in English and French

Cited by 49 publications

References 14 publications

The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension

The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension

Discourse markers and (dis)fluency in English and French

Placement patterns of English and French conjunctive adjuncts of contrast

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