The use and teaching of discourse markers in Hong Kong: students' production and teachers' perspectives
Fung, Loretta Po-yin (2003) The use and teaching of discourse markers in Hong Kong: students' production and teachers' perspectives. PhD thesis, University of Nottingham.
The present study attempts to investigate discourse markers from a functional and attitudinal perspective. Based on the pedagogical sub-corpus from CANCODE and the audio-recordings of class discussion of 49 secondary pupils in Hong Kong, Part I explores the roles discourse markers play in spoken discourse on a contextual basis and compares the different use of discourse markers by British and Hong Kong speakers of English using quantitative and qualitative methods. Discourse markers are found to serve as useful contextual coordinates to structure and organise speech on interpersonal (marking shared knowledge, attitudes and responses), referential (indicating textual relationships such as cause, contrast, coordination, digression, consequence, etc. ), structural (summarising opinions, marking sequence, opening and closing of topics, transition and continuation of topics) and cognitive (denoting hesitation and thinking process, marking reformulation, self- correction or elaboration, and assessing the listener's knowledge about the utterances) realms, bearing a probabilistic relationship with the various role(s) on a multifunctional dimension in pedagogic discourse. Functionally, non-native speakers are found to display a highly restricted use of discourse markers, especially those interactive ones (e.g. initial and, yeah, you know, ), whereas native speakers tend to use discourse markers more for a variety of pragmatic functions.
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