The Functions of Discourse Markers in L2 Teachers' and Learners' Speech across Gender and Proficiency: A Corpus Study

Autor/inn/en	Ebrahimi, Hourieh; Xodabande, Ismail
Titel	The Functions of Discourse Markers in L2 Teachers' and Learners' Speech across Gender and Proficiency: A Corpus Study
Quelle	In: MEXTESOL Journal, 47 (2023) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ebrahimi, Hourieh) ORCID (Xodabande, Ismail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Speech Communication; Gender Differences; Language Proficiency; Computational Linguistics; Discourse Analysis; Foreign Countries; Interpersonal Communication; Language Usage; Placement Tests; Rating Scales; Guidelines; Teacher Student Relationship; Adult Students; Phrase Structure; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Linguistics; Computerlinguistik; Diskursanalyse; Ausland; Interpersonale Kommunikation; Sprachgebrauch; Rating-Skala; Richtlinien; Teacher student relationships; Lehrer-Schüler-Beziehung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Phrasenstruktur
Abstract	Discourse markers (DMs) as linguistic devices have a significant role in the coherence of conversation--a speakers' fluency. With the growing use of English worldwide, it is of great importance to focus on DMs as an essential part of communication which provides discourse coherence. This study was conducted to develop a description of spoken English with a special focus on DMs to investigate their functions and frequencies in Iranian non-native discourse and was conducted across 30 EFL teachers and 30 EFL learners. Spoken samples were gathered from the participants in the context of the classroom. Fung and Carter's (2007) framework was adopted for the analysis of DMs. The results showed no significant gender difference in terms of frequency of using DMs with different functions between learners and also teachers. In investigating the effect of proficiency level on using the markers among learners, advanced learners were found to use more interpersonal DMs than intermediates. At this intermediate level, male learners used fewer interpersonal DMs than female learners, but, at the advanced level, males used more DMs than females. Implications for teachers and researchers are mentioned. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01