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Dissertations / Theses on the topic 'Discourse analysis, english teachers'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Barletta, Manjarres Norma Patricia. "English Teachers in Colombia: Ideologies and Identities in Academic Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193920.

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English Language Teaching (ELT) can be considered an ideological enterprise especially at a time when the spread of English and the ELT profession are related to post-colonial and capitalist interests (Phillipson, 1992, 1997, 2000, 2006; Pennycook, 1994, 1997a; Canagarajah,1999b). In this context, nonnative English-speaking teachers (NNESTs) face particular challenges related to the prevailing ideologies of English, which has consequences in terms of roles, status, power, and access. This dissertation is a critical discourse analysis of the theses written by twenty in-service teachers of En

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2

Holmes, Prudence Margaret. "Additive, adversative and causal discourse markers their use, abuse and remediation in the writing of trainee teachers of English /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626561.

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3

Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Luk, Jasmine Ching Man. "Cross-cultural contacts : a sociocultural analysis of classroom discourse of native English teachers and Hong Kong students." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418859.

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5

Hicks, Diana. "English language teaching teacher's guides : a critical discourse analysis of three texts." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/a13246cc-dda1-4a94-b061-7c3a415ee82e.

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6

Tomazoni, Mônica Denise Godarth. "A discourse analysis of participants' views in an english language teacher development course." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101922.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-07-15T23:33:27Z (GMT). No. of bitstreams: 1 222267.pdf: 1153324 bytes, checksum: dea4029eb59a705d71c198576246066e (MD5)

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Nawaz, Shazia. "English language teachers' perceptions of academic integrity and classroom behaviour of culturally diverse adult English Language Learners (ELLs) in Canada : a critical perspective." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31176.

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The study is based in critical issues in the field of English Language Teaching (ELT) as second or additional language and informed by Critical Pedagogy (CP), the study uses thematic discourse analysis through critical analysis techniques. The main focus of this research is to explore the extent of intercultural understanding and perceptions of the English Language Teachers (ELTs) towards students in their culturally heterogeneous ELT classrooms about certain academic behaviours, namely plagiarism (Academic Integrity) and learners’ classroom participation and relationship of these academic tas

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8

Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.

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The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project

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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /." Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.

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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal fe

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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.

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11

Holmes, Prudence Margaret. "Additive, adversative and causal discourse markers: their use, abuse and remediation in the writing oftrainee teachers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626561.

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12

Mlotsa-Mngomezulu, Faith Busisiwe. "Utilisation of constructivist discourse to enhance English as a Second Language proficiency in teacher education." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62888.

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The study explored teacher educators’ utilization of constructivist education practices to develop ESL in a teacher training institution and student teachers’ engagement in the instructional practices. In light of Chomsky’s proposition in his Universal Grammar (UG) (Cook & Newson 2007) all humanity, under normal conditions, is wired with a language acquisition device (LAD), which is activated in any real-life context when individuals experience exposure to any language. In the formal learning context; teacher education in particular, student teachers experience academic language which presents

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13

Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.

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14

Wong, May-yee, and 黃美儀. "A corpus-based study of computer-mediated communication: distinctive discourse features of web blogs composed byHong Kong ESL teenagers and realated pedagogical implications for HongKong ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007664.

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15

Simmons, Nathaniel. "Negotiating Boundaries in a Globalized World: Communication Privacy Management between Foreign English Teachers and Japanese Co-workers in Japan." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400259896.

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16

Li, Chonghui. "Syllabi reforms and their intended impact on English teaching and learning." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29390.

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This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and ind

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Buescher, Eileen Maura. "Learning to Teach English Language Arts in Urban Middle Schools:A Cultural and Interactional Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691799114938.

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18

Mwanza, David Sani. "A critical reflection on eclecticism in the teaching of English grammar at selected Zambian secondary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/4849.

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Philosophiae Doctor - PhD<br>English is the official language in Zambia and a compulsory subject from grade 1 to the final year of secondary education. Communicative competence in English is therefore critical to mobility in education and is also central to one’s job opportunities in the country. This implies that the teaching of English in schools is of paramount importance. Eclecticism is the recommended approach to teaching of English in Zambian secondary schools. However, no study had been done in Zambia on eclecticism in general, and on teachers’ understanding and application of the eclec

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19

Spiering, Jenna. "Discourses of adolescence in interpretations and responses to literature." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6293.

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Discourses of adolescence/ts that reduce teenagers to impulsive, hormonal, incomplete adults are pervasive, and affect the way that adolescence/ts is regarded in institutional spaces like schools. However, scholars in Critical Youth Studies (CYS) reject these determinations in favor of a vision of adolescence as a social construct; a construct that has changed throughout time and does not accurately reflect the lived experiences of diverse youth. This study considers the way in which these discourses are mobilized and circulating in one English Language Arts (ELA) classroom and, specifically,

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Lee, Joseph J. "A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/15.

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The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language

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Ostrowska, Sabina Anna. "Implementing learner independence as an institutional goal : teacher and student interpretations of autonomy in learning English." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22308.

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This thesis explores how learner independence was implemented as a curricular goal at a tertiary level Preparatory Programme (PP) in the United Arab Emirates. This exploratory-interpretive case study shows how students and teachers at the English programme responded to an Independent Learning Log (ILL) and how they interpreted learner autonomy with respect to the ILL. The study analyzes how various interpretations of autonomy affected the students’ and teachers’ attitudes towards the ILL. The interviews and the surveys used in this study were conducted between 20122014. The data was examined u

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Geekie, Peter. "A discursive analysis of the relationships between instruction, learning and the development of the higher mental processes during dialogues about writing between a teacher and three five-year-old children during their first year of formal education." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060713.153548/index.html.

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23

Corrêa, Juliana de Melo. "Inglês escola (a)fora: representações de professor, aluno e língua estrangeira em uma ONG para o ensino de língua inglesa." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-21092011-142340/.

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Este trabalho tem como principal objetivo analisar representações de aluno, professor e de língua inglesa presentes nos dizeres de voluntários de uma ONG que promove o ensino de inglês. A leitura de trabalhos sobre o terceiro setor nos mostra que as ONGs surgem para propor soluções a problemas detectados na sociedade. Desse modo, podemos inferir que o discurso sobre o insucesso do ensino de inglês nas escolas regulares está entre os elementos que possibilitaram o surgimento da ONG analisada. O corpus do estudo foi formado pela transcrição da gravação em áudio de entrevistas com oito professore

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Daróz, Elaine Pereira. "O discurso do professor de língua inglesa sobre docência na era digital." Universidade Católica de Pernambuco, 2012. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=883.

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Na sociedade tecnológica, frequentemente somos impelidos à utilização das novas tecnologias, uma vez que estão cada vez mais presentes em nosso cotidiano. A Educação não se priva a essa interpelação e, nesse sentido, tem-se mobilizado. Na rede pública de ensino, a distribuição de notebooks aos professores, bem como tablets para os alunos, a criação de laboratórios de informática e disponibilização de recursos multimídia, como data-show, nas escolas são exemplos dessa interpelação do poder público ao uso das tecnologias na prática docente. Todavia, qual é a posição do professor nesse novo cenár

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Monti, Fabiana Gonçalves. "Formação de professores de Língua Inglesa: crenças docentes e discentes acerca do Bom Professor." Universidade do Oeste Paulista, 2012. http://bdtd.unoeste.br:8080/tede/handle/tede/120.

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Made available in DSpace on 2016-01-26T18:49:48Z (GMT). No. of bitstreams: 1 FABIANA_MONTI_DISSERTACAO_30_11[1].pdf: 919357 bytes, checksum: 321a02501817167d5acf8efa44573d70 (MD5) Previous issue date: 2012-08-22<br>The aim to search for an ideal definition of a teacher dates from the genesis of the teaching profession. Due to its relevance, this issue keeps being focus of debate and reformulation. That can be justified by the fact that educational needs are transformed historically and socially and teacher identity is created and recreated through experiences lived by the professional, their

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Goff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.

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27

Bahury, Michelle de Sousa. "O discurso do futuro professor de inglês na contemporaneidade: marcas e implicações em sua construção identitária." Universidade Federal do Maranhão, 2017. http://tedebc.ufma.br:8080/jspui/handle/tede/1378.

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Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-11T18:08:46Z No. of bitstreams: 1 MichelleSousaBahury.pdf: 4529010 bytes, checksum: 8ba6780876a3d0161b1e289df4df9a9c (MD5)<br>The study on identity has been the subject of interest of national and international researchers due to its participation of a complex and interactive discussion that depends on how teachers see themselves and the image that others have about them from the assigning values which involve the teaching act (HALL, 1992). In the XXI century, the reality experienced is where the linguistic boundaries decrease a

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Erlacher, Ana Carolina. "Entre o herói e a vítima: sobre a responsabilidade do professor no/pelo ensino de língua inglesa na escola pública." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-09122009-113535/.

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Este trabalho tem como principal objetivo problematizar um imaginário, até certo ponto cristalizado, de desvalorização do ensino de língua inglesa na escola pública, a partir da discussão sobre a questão da responsabilidade no/ pelo processo de ensino e aprendizagem desse idioma e da análise de dizeres de cinco professores entrevistados. Em um primeiro momento, propomos uma reflexão acerca da noção de responsabilidade, trazendo considerações que abrangem suas origens históricas e seu desenvolvimento nos campos moral e jurídico, além de ampliarmos sua conceituação enquanto resposta dada pelos s

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Costa, Marco Antonio Margarido. "Do sentido da contingência à contingência da formação: um estudo discursivo sobre a formação de professores de inglês." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-11092008-175900/.

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Recentes transformações sociais, muitas das quais ocorridas sob o signo da pós-modernidade, trazem implicações, que são merecedoras de investigação, para o plano educacional, notadamente, no âmbito das propostas curriculares e da formação de professores, segundo reflexões de Giroux (1988), Kincheloe (1993), Silva (1993, 1999), Usher e Edwards (1994), Lindblad e Popkewitz (2004), entre outros. Assim, o objetivo do presente estudo é investigar e analisar o funcionamento do discurso político-educacional e didático-pedagógico da formação de professores de inglês, à luz da Analise de Discurso de or

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Fortes, Laura. "Sentidos de \'erro\' no dizer de professores de inglês/língua estrangeira: uma reflexão sobre representações e práticas pedagógicas." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-21012009-102157/.

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Este trabalho tem como principal objetivo a análise de sentidos evocados pelo significante erro no discurso de sujeitos-professores de inglês/língua estrangeira atuando em dois contextos institucionais: uma escola pública e uma escola de idiomas. Partindo de uma perspectiva discursiva, que contempla a dimensão histórico-ideológico-social na compreensão dos processos de produção de sentidos, buscamos delinear as regiões do interdiscurso que constituem um espaço de memória ao qual os sentidos de erro se ancoram. Para tanto, fizemos um levantamento da literatura em Lingüística Aplicada sobre o er

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Confuorto, Ines. "O efeito-sujeito professor de inglês à deriva: discurso educacional-pedagógico e implicações para uma formação com professores." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-19082016-153428/.

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O objetivo desta tese é proceder a uma análise discursiva dos documentos oficiais para o ensino de língua estrangeira (DOPLE-inglês), bem como a uma análise do discurso do sujeito-professor de inglês, problematizando e discutindo sua formação. Esta pesquisa está teoricamente orientada pelo aparato teórico-metodológico da Análise do Discurso, em especial em Pêcheux ([1969] 1997, [1975] 2009, [1982] 2010 e [1983] 1997); pelos processos de identificação advindos da psicanálise, a partir de Freud e Lacan, e reconfigurados por Pêcheux ([1975] 2009); e pelas discussões, de caráter discursivo, sobre

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Araújo, Christiane Elany Britto de. "Ensino reflexivo e discurso neoliberal: análise de uma experiência." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-18032010-143859/.

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A presente dissertação tem como objeto de estudo o discurso produzido durante a implantação de um programa de treinamento em serviço (Ensino Reflexivo) em uma instituição de ensino de inglês como língua estrangeira. Nossa hipótese norteadora é a de que o discurso neoliberal de Qualidade Total constitui o discurso educacional do programa de treinamento em serviço de um instituto de línguas, funcionando como um mecanismo de controle, conforme proposto por Foucault (1971/1999; 1987/2000;1979/2000; 2000; 1988/2001). Para a descrição e interpretação do microcosmo deste trabalho, que é constituído p

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Akindele, D. O. "Speaker's rights in English-English and Yoruba-English family discourse." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377443.

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34

Wong, So Fei. "Analysis of teachers' discourse on ijime /." Title page, contents and introduction only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arw872.pdf.

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Collins, Timothy George. "The discourse gap among ESL teachers, researchers, and publishers : an exploratory study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Farnell, Gary. "The subject called English : a discourse analysis." Thesis, University of Winchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431207.

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Nascimento, Nubia. "Representações sobre os saberes e a prática do professor de língua inglesa." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-20012009-160329/.

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Considerando-se a prática das escolas de línguas de não exigirem a formação em Letras dos professores de língua inglesa que atuam nessas instituições, o trabalho tem como objetivo analisar as representações em torno dos saberes e habilidades desse profissional e de sua formação, bem como fazer reflexões sobre o ensino de língua estrangeira, relacionadas a essas representações. As representações são analisadas em três contextos, o da escola de línguas, o da escola de ensino fundamental e médio da rede oficial de ensino e o do curso de licenciatura em Letras. O corpus constitui-se de entrevistas

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del, Saz Rubio Mª Milagros. "An analysis of english discourse markers of reformulation." Doctoral thesis, Universitat de València, 2003. http://hdl.handle.net/10803/9778.

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SUMARYThe present dissertation deals with the notion of reformulation and with a group of lexical units by means of which the activity of reformulation is codified and explicitly signaled in the language. These lexical units will be referred to as DISCOURSE MARKERS of REFORMULATION or REFORMULATORS. The area of reformulation and of English reformulators is still an uncharted and unexplored territory. Thus, it was necessary to first provide an adequate definition of the notion of REFORMULATION in the English speaking-world that would allow me to lay the foundations for the detailed study of a g

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Cheung, Wai-ling Sonia. "A contrastive discourse analysis of warnings /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424369.

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Tonon, Juliana Burguez. "Dominio sociocultural, discurso e curriculo multidimensional na formação do docente de linguas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269663.

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Orientador: Silvana Mabel Serrani<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-08T09:54:30Z (GMT). No. of bitstreams: 1 Tonon_JulianaBurguez_M.pdf: 1772973 bytes, checksum: 9495bc368063729c9bec27832d005974 (MD5) Previous issue date: 2006<br>Resumo: Esta dissertação apresenta um estudo sobre o tratamento dado ao domínio sociocultural no processo de ensino e aprendizagem de línguas, no caso, a língua inglesa, no Brasil. Esse domínio é enfocado na perspectiva da materialidade lingüística/processo discursi

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Salm, Adriane Marie. "A discourse analysis of advertisements in business english textbooks /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81108.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.<br>Made available in DSpace on 2012-10-18T23:16:52Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T02:49:50Z : No. of bitstreams: 1 147375.pdf: 6736498 bytes, checksum: 17d90cc669fa776a14fc7ca5e1e90334 (MD5)

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Li, Citing. "Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085763.

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Mares, P. "Doing English : an ethnography /." Title page, table of contents and summary only, 1986. http://web4.library.adelaide.edu.au/theses/09PH/09phm325.pdf.

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Shi, Yili. "Referring expressions in Chinese and English discourse." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117097.

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Noun phrases (NPs) with the same reference may take a number of different forms. For example, in English a particular conference can be referred to as a conference, the conference, that conference, this conference, that, this, or it. This dissertation attempts to account for the use of such referring expressions in Chinese, based on Gundel, Hedberg and Zacharski's (1993) Givenness Hierarchy, and compares the discourse use of Chinese referring expressions with those of English.The Givenness Hierarchy is given below:THE GIVENNESS HIERARCHY:inuniquelytypefocus > activated > familiar > identifiabl

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Hall, Michael Fitz-Gerald. "Discourse analysis of fictional dialogue in Arabic to English translation." Thesis, SOAS, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497629.

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Xiaoling, Zhang. "Echoing in English conversation : a corpus-based study." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285473.

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MacLeod, Nicola Joan. "Police interviews with women reporting rape : A critical discourse analysis." Thesis, Aston University, 2010. http://publications.aston.ac.uk/15206/.

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This study investigates the discursive patterns of interactions between police interviewers and women reporting rape in significant witness interviews. Data in the form of video recorded interviews were obtained from a UK police force for the purposes of this study. The data are analysed using a multi-method approach, incorporating tools from micro-sociology, Conversation Analysis and Discursive Psychology, to reveal patterns of interactional control, negotiation, and interpretation. The study adopts a critical approach, which is to say that as well as describing discursive patterns, it explai

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Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.

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Burris, Jessica Margaret. "Finding Feminism in American Political Discourse : A Discourse Analysis of Post-Feminist Language." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/395.

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The term “feminist” is a widely used label that is often embraced by women who do not advocate feminism. The wide use of the feminist label in contrast to the declining presence of feminist activism indicates a problem with the development of a third wave of feminism in the United States. In this study, I evaluated trends in feminism in the United States through an analysis of public political discourse. A semantic discourse analysis of political discourse from 1870 to 2011 evaluated a shift in the use of inclusive and exclusive pronoun usage by female political speakers. Speeches compiled for

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Lewis, Diana M. "Some emergent discourse connectives in English : grammaticalization via rhetorical patterns." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:137436a0-a0e7-4764-a667-6312d899f909.

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Discourse connectives are metatextual comments that signal discourse coherence relations. They can be realized by sentence adverbials that have their roots in verb phrase adverbials and have followed a path of development that is well attested both for English and cross-linguistically. This study investigates how and why it occurs. It claims that the development belongs to a wider phenomenon of unidirectional internal semantic change, that this change involves context-induced reinterpretation, and that both the immediate discourse context and the wider rhetorical context can be instrumental in

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