A Case Study on the Use of Discourse Marker ‘OK’ in a Tutorial Session between a Korean Learner and a Canadian Teacher
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of present study is to explore the pragmatic function of discourse marker OK and to examine whether OK facilitates the learner’s linguistic production in a tutorial context. For these purposes, over one month a total of five class hours (discourse data between the two participants, a 13-year old Korean learner and a Canadian teacher) were recorded; one hour out of two-hour class time each week was randomly selected and audio-taped for five weeks. The data was transcribed with a focus on the use of OK mainly by the teacher and the responses by the learner. Based on the data analysis, the teacher varied the prosodic features of OK when she had different messages, and the learner reacted differently. According to the learners’ responses, in this study four pragmatic roles of OK were examined: eliciting response, framing, following, and interrupting. In addition, the results of the current study demonstrated that discourse marker OK functioned as a linguistic facilitator by which the learner was stimulated to develop his speech production particularly when it was employed as a maker of response and of following. (Sookmyung Women’s University)
Abstract
The purpose of present study is to explore the pragmatic function of discourse marker OK and to examine whether OK facilitates the learner’s linguistic production in a tutorial context. For these purposes, over one month a total of five class hours (discourse data between the two participants, a 13-year old Korean learner and a Canadian teacher) were recorded; one hour out of two-hour class time each week was randomly selected and audio-taped for five weeks. The data was transcribed with a focus on the use of OK mainly by the teacher and the responses by the learner. Based on the data analysis, the teacher varied the prosodic features of OK when she had different messages, and the learner reacted differently. According to the learners’ responses, in this study four pragmatic roles of OK were examined: eliciting response, framing, following, and interrupting. In addition, the results of the current study demonstrated that discourse marker OK functioned as a linguistic facilitator by which the learner was stimulated to develop his speech production particularly when it was employed as a maker of response and of following. (Sookmyung Women’s University)
참고문헌 (41)
- Blass, R., "Relevance Relations in Discourse: A Study with Reference to Sissala" (1990), Cambridge University Press
- Bolden, G., "Little Words that Matter: Discourse Markers “So” and “Oh” and the Doing of Other Attentiveness in Social Interaction", Journal of Communication, 56, pp.661~688 (2006)
- Brinton, L. J., "Pragmatic Markers in English: Grammaticalization and Discourse Functions" (1996), Cambridge University Press
- Brown, G., "Discourse Analysis" (1983), Cambridge University Press
- Carr, P., "Phonology" (1993), Palgrave
- Chaudron, D., "The Effect of Discourse Markers on the Comprehension of Lectures", Applied Linguistics, 7, pp.113~127 (1986)
- 최인지, "Discourse Markers in Children's Narratives: The Cases of (and) then and so", 언어, 35(1), pp.247~264 (2010), 한국언어학회
- Coulthard, M., "Advances in Spoken Discourse Analysis" (2001), Routledge
- Couper-Kuhlen, E., "The Handbook of Discourse Analysis", pp.13~34 (2001), Blackwell
- Erman, B., "Pragmatics Markers Revisited with a Focus on You Know in Adult and Adolescent Talk", Journal of Pragmatics, 33, pp.1337~1359 (2001)
- Fraser, B., "What Are Discourse Markers?", Journal of Pragmatics, 14, pp.385~395 (1999)
- Fraser, B., "English and Spanish Contrastive Discourse Markers", Language Science, 18, pp.863~881 (1996)
- Fung, L., "Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings", Applied Linguistics, 28, pp.410~439 (2007)
- Gee. J. P., "An Introduction to Discourse Markers" (1999), Routledge
- Gonzalez, M., "Pragmatics Markers in Oral Narrative" (2004), John Benjamin B.V
- Hahn, Hye-ryeong, "Discourse Markers in EFL learners’ Turn-Taking through Computer-Mediated Communication (CMC)", 영어어문교육, 13(4), pp.33~58 (2007), 한국영어어문교육학회
- Haliday, M. A. K., "Options and Functions in the English Clause", Brno Studies in English, 8, pp.81~88 (1969)
- Haliday, M. A. K., "Cohesion in English" (1992), Longman
- 김은주, "Comparison of Discourse Markers Used by English Teachers in the Pre- and In-Service Teacher Training Program", 사회언어학, 14(2), pp.99~116 (2006), 한국사회언어학회
- 구유선, "Korean ESL Children’s Use of English Discourse Markers", 현대영어영문학, 58(2), pp.473~493 (2014), 한국현대영어영문학회
- Leeman, J., "Recasts and Second Language Development: Beyond Negative Evidence", Studies in Second Language Acquisition, 2, pp.421~452 (2003)
- Lenk, U., "Discourse Markers and Global Coherence in Conversation", Journal of Pragmatics, 30, pp.245~257 (1998)
- Long, M. H., "Handbook of Second Language Acquisition", pp.413~468 (1996), Academic Press
- Macaulay, R., "A Corpus-based Analysis of EFL Learners’ Use of Hedge in Cross-cultural Communication", English Language & Literature Teaching, 16, pp.91~106 (2002)
- 민수정, "A corpus-based analysis of EFL learners' use of discourse markers in cross-cultural communication", 영어어문교육, 17(3), pp.177~194 (2011), 한국영어어문교육학회
- 민수정, "Korean EFL Learners’ Apologies with Implication for Interlanguage Pragmatics", 언어연구, 29(2), pp.205~223 (2013), 한국현대언어학회
- Nattinger, J. R., "The Effect of Discourse Markers on Second Language Lecture Comprehension", pp.435~458 (1992)
- O’Connor, J. D., "Intonation of Colloquial English" (1973), Longman
- O’Keeffe, A., "From Corpus to Classroom" (2007), Cambridge University Press
- Reichman, R., "Plain Speaking: A Theory of Grammar of Spontaneous Discourse" (1981), Bolt, Beranek and Newman
- Schiffrin, D., "The Handbook of Discourse Analysis" (1987), Blackwell
- Schourop, L., "Tutorial Overview: Discourse Markers", Lingua, 107, pp.227~265 (1999)
- Segal, E. W., "The Effect of Discourse Markers on Second Language Lecture Comprehension", pp.435~458 (1991)
- Sinclair, J. M., "A Course in Spoken English: Grammar" (1972), Oxford University Press
- Sinclair, J. M., "Planes of Discourse" (1983), University of Birmingham
- Sinclair, J. M., "Towards an Analysis of Discourse" (1975), Oxford University Press
- Stenstöm, A., "The Effect of Discourse Markers on Second Language Lecture Comprehension", pp.435~458 (1990)
- Stenstöm, A., "An Introduction to Spoken Interaction" (1994), Longman
- Vygotsky, L. S., "Thought and Language" (1962), MIT Press
- Andrew White, "Two Korean EFL Learners’ Use of Discourse Markers in Performing a Spoken Reformulation Task", 영어교육연구, 23(4), pp.205~224 (2012), 팬코리아영어교육학회
- 앤드류화이트, "Discourse Markers in Task Interaction: A Comparison Between Korean EFL Learners and Native Speakers", 현대영어교육, 15(4), pp.1~22 (2014), 현대영어교육학회