On the Acquisition of the Discourse Marker But
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It is well known that the discourse marker but has a variety of uses, and there are well-established accounts of how these different interpretations are derived pragmatically from the encoded meaning. The coherence-based framework sees connectivity as a primary function of but, whereas Relevance Theory views but as a means by which the hearer is guided to the inferential procedure that yields the intended meaning and claims that the coherent interpretation is simply a by-product of the search for optimal relevance. Given the fundamental differences between different theoretical frameworks, a closer examination of actual uses will shed light on the phenomenon of the discourse marker but. For this purpose, the present study examines how children between 4 and 12 years of age use but in the corpus of children's narratives and shows how a procedural analysis accounts for the wide range of the uses of but. This paper also demonstrates that there is a variation in the use of but across ages and that children progressively develop the ways that but is used in narratives.
Abstract
It is well known that the discourse marker but has a variety of uses, and there are well-established accounts of how these different interpretations are derived pragmatically from the encoded meaning. The coherence-based framework sees connectivity as a primary function of but, whereas Relevance Theory views but as a means by which the hearer is guided to the inferential procedure that yields the intended meaning and claims that the coherent interpretation is simply a by-product of the search for optimal relevance. Given the fundamental differences between different theoretical frameworks, a closer examination of actual uses will shed light on the phenomenon of the discourse marker but. For this purpose, the present study examines how children between 4 and 12 years of age use but in the corpus of children's narratives and shows how a procedural analysis accounts for the wide range of the uses of but. This paper also demonstrates that there is a variation in the use of but across ages and that children progressively develop the ways that but is used in narratives.
참고문헌 (18)
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