The use and teaching of discourse markers in Hong Kong : students' production and teachers' perspectives
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
Fung, Loretta Po-yin
P Philology. Linguistics
The use and teaching of discourse markers in Hong Kong : students' production and teachers' perspectives. 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
use teach discourse_marker hong_kong student production teacher perspective present_study attempt_investigate discourse_marker functional attitudinal perspective based pedagogical sub corpus audio_recordings class discussion secondary pupil hong_kong part_explore roles discourse_marker play spoken_discourse contextual basis compare different use discourse_marker british hong_kong speaker_english use_quantitative qualitative_method discourse_marker find serve useful contextual coordinate structure organise speech interpersonal mark share knowledge attitude response referential indicate textual relationship cause contrast coordination digression consequence etc structural summarise opinion mark sequence open closing topic transition continuation topic cognitive denote hesitation think process mark reformulation self correction elaboration assess listener knowledge utterance realms bear probabilistic relationship various role dimension pedagogic discourse functionally non_native_speaker find