Well-prefaced constructed dialogue as a marker of stance in online abortion discourse

Pragmatics ◽  
2021 ◽  
Author(s):  
Kristen Fleckenstein
Keyword(s):  
Written Discourse ◽  
Discourse Marker ◽  
Constructed Dialogue ◽  
Specific Identity

Abstract This paper offers an analysis of well-prefaced constructed dialogue as a stance-taking resource in written discourse on abortion. Drawing from four corpora collected from editorials, blogs, Twitter, and Reddit, I demonstrate that writers use the discourse marker well to indicate a stance of disalignment and convey negative attitudinal information when there is tension between the writer’s beliefs and those expressed in the constructed dialogue; the discourse marker allows the writer to position and align themself to construct a specific identity that reinforces a positive-self, negative-other evaluation.

A corpus-based analysis of so in written discourse: A comparison between L1 English speakers and Japanese EFL learners

2019 ◽  
Vol 1 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Shie Sato
Keyword(s):  
English Learners ◽  
Common Ground ◽  
English Speakers ◽  
Written Discourse ◽  
Discourse Marker ◽  
Efl Learners ◽  
Qualitative Approaches ◽  
Patterns Of Use ◽  
L1 English

Abstract This study examines the functional variability of so in essays written by 200 L1 English speakers (ENSs) and 400 Japanese EFL learners (EFLs). Using quantitative and qualitative approaches, this study elucidates discourse marker usage of so in each group, thereby establishing the normative patterns of use among ENSs and the features specific to L2 English writers. The findings suggest that ENSs use so strategically as a preface to stance-taking by carefully selecting and adjusting the information to be established as common ground with the reader. EFLs use so in a manner distinctly different from ENSs, displaying varying degrees of understanding and difficulty in utilising the word’s discoursal properties. The study concludes that it is important for L2 English learners to learn the uses of so not only as a connective marker with resultative meaning but also as a resource for projecting stance and assertion.

scholarly journals Problems Students Face in Translating Discourse Markers from English into Kurdish

2021 ◽  
Vol 10 (3) ◽  
pp. 1-8
Author(s):  
Haneen Islam Saleem ◽  
Hakar Hazim M.Ameen
Keyword(s):  
Data Analysis ◽  
Discourse Markers ◽  
Written Discourse ◽  
Discourse Marker ◽  
The University ◽  
Correct Translation

  This paper investigates the problems are found in the translation of discourse markers from English into Kurdish. One of the main problems that discourse markers cause for translators is that discourse markers may have various possible translation choices. Moreover, a discourse marker has many functions, i.e. it may have more than one function. It can be thus used to show a variety of relations between several written discourse parts. Accordingly, a translator has to decide the function that a discourse marker has in a definite context to give the correct translation. In this paper Fraser's Model of discourse markers analysis (1999) has been chosen for investigating discourse markers. As for the data analysis, four students of the Department of Translation at the University of Duhok have been chosen to translate the same text from English into Kurdish to show the difficulties in choosing the correct discourse markers in these four different translations. The results showed that there are no equivalents in choosing the correct discourse markers when translating them into Kurdish.    

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

Imperative in English Proverbs

2017 ◽  
Vol 8 (1) ◽  
pp. 75 ◽  
Author(s):  
Doc. Dr. Jelena Š. Novaković ◽  
PhD student Božana Tomić
Keyword(s):  
Personal Pronouns ◽  
Referring Expressions ◽  
Written Discourse ◽  
Special Regard

Apart from personal pronouns which are by far the most used referring expressions in English and Serbian, reference can be established and maintained using demonstratives.Their function is to refer to the location or distance of a person or an object. The aim of this paper is to examine reference realised by demonstratives with special regard to the restrictions written discourse imposes on their usage. The texts we used for analysis are narrative stories written in the two languages.

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