Do Nurses Use Discourse Markers Differently When Using Their Second Language as Opposed to Their First While Interviewing Patients?

Autor/inn/en	Han, Yeji; Segalowitz, Norman; Khalil, Laura; Kehayia, Eva; Turner, Carolyn; Gatbonton, Elizabeth
Titel	Do Nurses Use Discourse Markers Differently When Using Their Second Language as Opposed to Their First While Interviewing Patients?
Quelle	In: Canadian Modern Language Review, 76 (2020) 2, S.91-113 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Nurses; Patients; Interaction; Language Usage; Interpersonal Communication; English; French; Second Languages; Code Switching (Language) + Suchen Sie Ihr Suchwort? Patient; Interaktion; Sprachgebrauch; Interpersonale Kommunikation; English language; Englisch; Französisch; Second language; Zweitsprache
Abstract	This study examined whether discourse-marker use changes in nurse-patient interactions as a function of nurses using their first (L1) or second (L2) language. Discourse markers were analyzed as turn-maintenance markers that indicate acknowledgement and discourse-shift markers that signal shifts of a topic or speaker in the conversation. These two categories differ in terms of degree of discourse management and interactional control. Sixteen nurses conducted a pain-assessment interview with a patient native speaker of English and with a patient native speaker of French, where the nurses used their own L1 in one case and their own weaker L2 in the other. The first hypothesis, that nurses would generally use discourse markers more frequently in the L1 than in the L2, was not supported. The second hypothesis, that nurses would use discourse-shift markers less frequently in their L2 compared to the L1, relative to their (baseline) use of turn-maintenance markers, was supported. The findings, especially the support for the second hypothesis, could have implications for the development of L2 training for health practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01