Discourse Markers in Task Interaction: A Comparison Between Korean EFL Learners and Native Speakers

앤드류화이트

Discourse Markers in Task Interaction: A Comparison Between Korean EFL Learners and Native Speakers

Modern English Education
Abbr : MEESO
2014, 15(4), pp.1-22
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

앤드류화이트 ¹

¹인덕대학교

Accredited

ABSTRACT

In the current small scale study, turn-initial discourse markers were analyzed usingquantitative and qualitative methods for frequency and functioning over four categories, as they were produced during spoken task interaction in two groups of speakers; that of Korean EFL learners at the university level and English native speakers. The results indicated that learners and native speakers showed differences not only in frequency, but also in the functioning of discourse markers. While learners valued referential markers that functioned as textual interaction toward the task at hand (so, and, but, and then), native speakers preferred interpersonal markers that highlighted social cooperation (right, ok, yea, that’s right). These differences suggest how the two groups viewed the interactional situation- that of classroom task activity or as social interaction. These differences, as well as implications for teaching discourse markers to build fluency in EFL learners, will be discussed.

KEYWORDS

discourse markers, task interaction, pragmatic function, turn-taking

Citation status

* References for papers published after 2023 are currently being built.

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