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Discourse Markers in Second Language...

Reaves, Alisha Jacqueline.

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Discourse Markers in Second Language French.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discourse Markers in Second Language French./
Author:	Reaves, Alisha Jacqueline.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	371 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28089381
ISBN:	9798664744286

Discourse Markers in Second Language French.
Reaves, Alisha Jacqueline.

Discourse Markers in Second Language French. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 371 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--Indiana University, 2020.

This item must not be sold to any third party vendors.

In the field of Second Language Acquisition (SLA), the acquisition of pragmatic competence has received far less attention that grammatical competence. Early focus on the acquisition of pragmatic competence has often centered on speech acts or conventional expressions. Discourse markers, also known as discourse particles, pragmatic particles and pragmatic markers, have received increasing attention over the last twenty years. These "little words", are features of informal oral discourse and can contribute greatly to discourse cohesion and interlocutor interaction. Native speakers of French employ them extensively, and without them, discourse can seem stilted, unnatural or be difficult to follow. Despite their importance to communicative competence, they are largely ignored in the foreign language classroom and are generally presumed to be nearly un-acquirable without extensive immersion experience. And even with advanced language proficiency and extensive immersion experience, prior research has largely concluded that learners cannot or do not employ discourse markers like native speakers. This dissertation attempts to respond to this presumed limitation of foreign language (classroom) learners in examining the interlanguage of learners at three different proficiency levels. The 38 learners and 12 native speakers participated in an unstructured interview and completed three tasks: a narrative film retell, a film discussion and role-play scenarios, which were transcribed, coded and analyzed for their discourse marker use. The study identified discourse markers first by their function rather than from a predetermined list. The resulting inventory of discourse markers was then analyzed for frequency, variety and the range of functions expressed as learner proficiency increased. Results indicate that the frequency and variety of discourse markers produced does in general increase with proficiency. But interestingly, in concentrating on the functions expressed, we are able to observe shifts in discourse marker use for particular functions as the learner's lexicon expands to include a wider range of discourse markers. Ultimately learners make extensive use of the discourse markers lexically available to them to perform a wide variety of functions. They then modify and expand these functions as more discourse markers are added to their lexicon.

ISBN: 9798664744286Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Discourse markers

Discourse Markers in Second Language French.
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100 1 $a Reaves, Alisha Jacqueline. $0 (orcid)0000-0001-5065-8431 $3 3561921
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300 $a 371 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a In the field of Second Language Acquisition (SLA), the acquisition of pragmatic competence has received far less attention that grammatical competence. Early focus on the acquisition of pragmatic competence has often centered on speech acts or conventional expressions. Discourse markers, also known as discourse particles, pragmatic particles and pragmatic markers, have received increasing attention over the last twenty years. These "little words", are features of informal oral discourse and can contribute greatly to discourse cohesion and interlocutor interaction. Native speakers of French employ them extensively, and without them, discourse can seem stilted, unnatural or be difficult to follow. Despite their importance to communicative competence, they are largely ignored in the foreign language classroom and are generally presumed to be nearly un-acquirable without extensive immersion experience. And even with advanced language proficiency and extensive immersion experience, prior research has largely concluded that learners cannot or do not employ discourse markers like native speakers. This dissertation attempts to respond to this presumed limitation of foreign language (classroom) learners in examining the interlanguage of learners at three different proficiency levels. The 38 learners and 12 native speakers participated in an unstructured interview and completed three tasks: a narrative film retell, a film discussion and role-play scenarios, which were transcribed, coded and analyzed for their discourse marker use. The study identified discourse markers first by their function rather than from a predetermined list. The resulting inventory of discourse markers was then analyzed for frequency, variety and the range of functions expressed as learner proficiency increased. Results indicate that the frequency and variety of discourse markers produced does in general increase with proficiency. But interestingly, in concentrating on the functions expressed, we are able to observe shifts in discourse marker use for particular functions as the learner's lexicon expands to include a wider range of discourse markers. Ultimately learners make extensive use of the discourse markers lexically available to them to perform a wide variety of functions. They then modify and expand these functions as more discourse markers are added to their lexicon.
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