Two Korean EFL Learners’ Use of Discourse Markers in Performing a Spoken Reformulation Task
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초록
Discourse markers mark instances in interaction where attention is given by the speaker to pragmatic meaning at the discourse level. In the current study discourse markers are examined as they occur during a reformulation task performed by a dyad of Korean EFL learners at the university level. Of particular importance in the study are the various functions discourse markers exhibit as the learners are involved in the interactional process of task completion. A multi-categorial framework is applied to the task discourse to examine both the textual and interpersonal dimensions of discourse marker usage. The findings suggest that while the learners exhibit discourse marker usage that indicates active involvement in task deployment at the textual level, there is an over-reliance on specific discourse markers and a deficiency in discourse markers in general that function to create interpersonal meaning. Pedagogical suggestions are discussed that work to increase EFL learners’ usage of discourse markers as speakers are involved in communicative activities, towards an interactive cooperative of meaning across speaker turns known as confluency.
Abstract
Discourse markers mark instances in interaction where attention is given by the speaker to pragmatic meaning at the discourse level. In the current study discourse markers are examined as they occur during a reformulation task performed by a dyad of Korean EFL learners at the university level. Of particular importance in the study are the various functions discourse markers exhibit as the learners are involved in the interactional process of task completion. A multi-categorial framework is applied to the task discourse to examine both the textual and interpersonal dimensions of discourse marker usage. The findings suggest that while the learners exhibit discourse marker usage that indicates active involvement in task deployment at the textual level, there is an over-reliance on specific discourse markers and a deficiency in discourse markers in general that function to create interpersonal meaning. Pedagogical suggestions are discussed that work to increase EFL learners’ usage of discourse markers as speakers are involved in communicative activities, towards an interactive cooperative of meaning across speaker turns known as confluency.
참고문헌 (39)
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