Analysis of the Discourse Marker Well in High School Practical English Conversation Textbooks
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초록
This paper investigates the discourse marker (DM hereafter) well in five high school practical English conversation textbooks used in the 7th curriculum revised in 2009 in Korea. The DM well is a topic that has been studied by many linguists. This study divided the subcategories of well into seven functions that were frequently discussed and examined wells in practical English conversation textbooks: face threat mitigation marker, frame marker, insufficiency marker, opinion marker, quotative marker, repair marker, and turn management marker. As a result, turn management markers showed the highest frequency in practical English conversation textbooks, followed by face threat mitigation markers, insufficiency markers and opinion markers, respectively. On the other hand, the quotative marker and the repair marker were not found in the textbooks at all. It is a natural phenomenon that learners who learn English as a foreign language make mistakes during conversation and correct the mistake. Therefore, by presenting various functions of the DMs such as the repair marker, the learners will be able to use them in actual conversation.
Abstract
This paper investigates the discourse marker (DM hereafter) well in five high school practical English conversation textbooks used in the 7th curriculum revised in 2009 in Korea. The DM well is a topic that has been studied by many linguists. This study divided the subcategories of well into seven functions that were frequently discussed and examined wells in practical English conversation textbooks: face threat mitigation marker, frame marker, insufficiency marker, opinion marker, quotative marker, repair marker, and turn management marker. As a result, turn management markers showed the highest frequency in practical English conversation textbooks, followed by face threat mitigation markers, insufficiency markers and opinion markers, respectively. On the other hand, the quotative marker and the repair marker were not found in the textbooks at all. It is a natural phenomenon that learners who learn English as a foreign language make mistakes during conversation and correct the mistake. Therefore, by presenting various functions of the DMs such as the repair marker, the learners will be able to use them in actual conversation.
참고문헌 (37)
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