Discourse markers in non-native EFL teacher talk
Journal Title: Studies in Second Language Learning and Teaching - Year 2017, Vol 7, Issue 4
Abstract
The present study aims to investigate the use of discourse markers (DMs) in nonnative (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
Authors and Affiliations
Gloria Vickov, Eva Jakupčević
Keywords
Related Articles
- EP ID EP256623
- DOI 10.14746/ssllt.2017.7.4.5
- Views 115
- Downloads 0
Exploring goals and motivations of Māori heritage language learners
Motivations of Māori heritage language learners are explored within this qualitative study. Te reo Māori (the Māori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of th...
“This language still motivates me!” Advanced language students and their L2 motivation
The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students...
EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-cont...
An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance
The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. An...
Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese underg...