By Simone Müller
Whereas discourse markers were tested in a few element, little is understood approximately their utilization by means of non-native audio system. This ebook presents priceless insights into the services of 4 discourse markers (so, good, you recognize and prefer) in local and non-native English discourse, including to either discourse marker literature and to stories within the pragmatics of learner language. It offers an intensive research at the foundation of a considerable parallel corpus of spoken language. during this corpus, American scholars who're local audio system of English and German non-native audio system of English retell and speak about a silent motion picture. all of the major chapters of the booklet is devoted to 1 discourse marker, giving an in depth research of the capabilities this discourse marker fulfills within the corpus and a quantitative comparability among the 2 speaker teams. The publication additionally develops a two-level version of discourse marker features comprising a textual and an interactional point.
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Additional info for Discourse Markers in Native and Non-native English Discourse
This coincides with my own experience. Where more than one function was present in a single instance of a discourse marker, I always chose the function that was most salient in that particular instance. In general, all categories had to comprise at least about ten instances. When there were fewer instances of a function, or when it was difficult to draw a clear line between adjacent functions or to repeatedly classify such instances in the same way, they were subsumed (with similar functions) under one category.
Concerning the first of these sub-questions, one of the most well-known theories in first language acquisition holds that there is innate language knowledge, referred to as Universal Grammar (UG). The question for UG-based SLA research then is whether this innate knowledge is also available for second language acquisition, and if so, to what extent (White 1996). e. mostly on syntax. e. “stages in the acquisition of particular grammatical features such as past tense”, and the systematic variability in learner language.
They either speak one language as their native language and live in an environment where the second language is spoken, or they grow up learning both languages simultaneously (cf. Bussmann 1996 for definitions). e. without (permanently) living in an English-language context? In the beginning of this chapter, I quoted an illustration by Svartvik on the negative effect of lacking discourse markers in the speech of a foreign language learner. Svartvik Chapter 1. Introduction himself, however, investigated neither the performance of learners nor how they might be taught the use of markers.