Discourse markers in EFL classrooms: A corpus-driven research

Year 2018, Volume: 14 Issue: 1, 50 - 66, 13.03.2018

Zuhal Okan Havva Zorluel Özer

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Title of the paper (Capitalize only the first letter of the title and proper nouns)
Discourse markers in EFL classrooms: A corpus-driven research
Information about Author(s)*
Author 1
Author (Last name, First name)	Zorluel Özer, Havva
Affiliated institution (University)	Çukurova University
Country	Turkey
Email address	hzorluelcu.edu.tr
Department & Rank	Foreign Languages Education
Corresponding author (Yes/No) Write only one corresponding author.	yes
Author 2
Author (Last name, First name)	Okan, Zuhal
Affiliated institution (University)	Çukurova University
Country	Turkey
Email address	okanzucu.edu.tr
Department & Rank	Foreign Languages Education
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

Classroom discourse; corpus; discourse markers

References

• Aşık, A. (2015). Discourse markers in EFL setting: Perceptions of Turkish EFL teachers. Educational Research and Reviews, 10 (7) , 941-950
• Aşık, A. & Cephe, P. T. (2013). Discourse markers and spoken English: Nonnative use in the Turkish EFL setting. English Language Teaching, 6 (12) , 144-155
• Anthony, L. (2014). AntConc (Version 3. 4. 4), [Computer Software]. Tokyo, Japan: Waseda University, Available from : http://www.laurenceanthony.net/
• Aysu, S. (2017). The use of discourse markers in the writings of Turkish students of English as a foreign language: A corpus based study, Journal of Higher Education and Science, 7 (1), 132-138
• Bagaric, V. & Mihaljevic-Djigunovic, J. (2007). Defining communicative competence, Metodika, 8 (1), 94-103
• Bernardini, S. (2004). Corpora in the classroom : An overview and some reflections on future developments. In: Sinclair, J. M. (Ed.), How to Use Corpora in Language Teaching, Amsterdam / Philadelphia : John Benjamins
• Biber, D. , Conrad, S. & Reppen, R. (2006). Corpus Linguistics: Investigating Language Structure and Use. Cambridge : Cambridge
• Blakemore, D. (2006). Discourse markers, In: Horn, L. R. & Ward, G. (Eds.), The Handbook of Pragmatics. Oxford : Blackwell
• Bu, J. (2013). A study of the acquisition of discourse markers by Chinese learners of English. International Journal of English Studies, 13(1), 29-50
• Can, C. (2009). İkinci dil edinimi çalışmalarında bilgisayar destekli bir Türk öğrenici İngilizcesi derlemi : Icle ‘nin bir altderlemi olarak Ticle. Dil , 144, 16-34
• Cheng, W. , Warren, M. & Xun-feng, X. (2003). The language learner as language researcher: putting corpus linguistics on the timetable, System, 31, 173-186
• Conrad, S. M. (1999). The importance of corpus-based research for language teachers, System, 27 (1), 1-18
• Demirtaş, E. (2004). Yabancı dil öğretmenlerinin kullandıkları söylem belirteçleri ve bağlamlaştırma ipuçlarının işlevleri. Master’s Thesis, Yıldız Technical University, Istanbul.
• Eslami, Z. R. & Eslami-Rasekh, A. (2007). Discourse markers in academic lectures, Asian EFL Journal, 9(1) , 22-38
• Flowerdew, J. & Tauroza, S. (1995). The effect of discourse markers on second language lecture comprehension. SSLA, 17, 435-458
• Fraser, B. (1988). Types of English discourse markers. Acta Linguistica Hungarica, 38(1-4), 19-33
• Fraser, B. (1996). Pragmatic markers. Pragmatics, 6(2)
• Fraser, B. (1999). Discourse markers. Lingua, 107, 227-265
• Fraser, B. (2009). An account of discourse markers. International Review of Pragmatics, 1, 293-320
• Fung, L. (2011). Discourse markers in the ESL classroom: A survey of teachers’ attitudes. Asian EFL Journal, 13 (2) , 199-248
• Fung, L. & Carter, R. (2007). Discourse markers and spoken English: Native and learner use in pedagogic settings. Applied Linguistics, 28 (3), 410-439
• Gee, J. P. (2014). An Introduction to Discourse Analysis : Theory and Method. London & New York : Routledge
• Hellermann, J. & Vergun, A. (2007). Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics, 39, 157-179
• Huang, L. (2011). Language learners as language researchers: The acquisition of English grammar through a corpus-aided discovery learning approach mediated by intra- and interpersonal dialogues, In: Newman, J. , Baayen, H. & Rice, S. (Eds.), Corpus-based Studies in Language Use, Language Learning, and Language Documentation, NY : Rodopi
• Jones, C. & Carter, R. (2014). Teaching spoken discourse markers explicitly: A comparison of III and PPP. International Journal of English Studies, 14 (1) , 37-54
• Kalajahi, S. A. R. & Abdullah, A. N. (2012). Perceptions of Iranian English language teachers towards the use of discourse markers in the EFL classroom. Theory and Practice in Language Studies, 2 (10) , 2002-2010
• Liao, S. (2008). Variation in the use of discourse markers by Chinese teaching assistants in the US, Journal of Pragmatics. doi:10.1016/j.pragma.2008.09.026
• Liu, B. (2013). Effect of first language on the use of English discourse markers by L1 Chinese speakers of English. Journal of Pragmatics, 45, 149-172
• McEnery, T. , Xiao, R. & Tono, Y. (2006). Corpus-Based Language Studies : An Advanced Resource Book. London & New York : Routledge
• Moreno, C. P. A. , Chambers, A. & O’Riordan, S. (2006). Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL, 18 (1), 83-104
• Rahimi, F. & Riasati, M. J. (2012). The effect of explicit instruction of discourse markers on the quality of oral output. International Journal of Applied Linguistics & English Literature, 1(1), 70-81
• Sadeghi, B. & Heidaryan, H. (2012). The effect of teaching pragmatic discourse markers on EFL learners’ listening comprehension. English Linguistics Research, 1(2) , 165-176
• Sankoff, G. , Thibault, P. , Nagy, N. , Blondeau, H. , Fonollosa, M. & Gagnon, L. (1997). Variation in the use of discourse markers in a language contact situation. Language Variation and Change, 9, 191-217
• Schiffrin, D. (2004). Discourse markers: Language, meaning and context. In: Schiffrin, D. , Tannen, D. & Hamilton, H. E. (Eds.), The Handbook of Discourse Analysis, Oxford: Blackwell
• Schourup, L. (1999). Discourse markers, Lingua, 107, 227-265
• Şahin-Kızıl, A. & Kilimci, A. (2014). Recurrent phrases in Turkish EFL learners’ spoken interlanguage: A corpus-driven structural and functional analysis, Journal of Language and Linguistic Studies, 10 (1), 195-210
• Şimşek, T. (2015). The use of linking adverbials in academic writing of Turkish EFL learners: A corpus-based classroom implementation on the priming of contrastive adverbials. Unpublished Master’s Thesis, Çukurova University, Adana.
• Tsui, A. B. M. (2004). What teachers have always wanted to know – and how corpora can help. In: Sinclair, J. M. (Ed.), How to Use Corpora in Language Teaching, Amsterdam / Philadelphia : John Benjamins
• Tognini - Bonelli, E. (2004). Working with corpora : Issues and insights, In: Coffin, C. , Hewings, A. & O’Halloran, K. (Eds.) , Applying English Grammar. London : Arnold
• Trillo, J. R. (2002). The pragmatic fossilization of discourse markers in non-native speakers of English, Journal of Pragmatics, 34, 769-784
• Walsh, S. (2011). Exploring Classroom Discourse : Language in Action. London & New York : Routledge
• Yang, S. (2011). Investigating discourse markers in pedagogical settings: A literatüre review. ARECLS, 8, 95-108