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Artykuły w czasopismach na temat „Discourse markers' instruction”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Suryadi, Suryadi, and Fajar Erlangga. "Enhancing Students' Writing Skills through Writing Techniques and Mastery of Different Discourse Markers." AL-ISHLAH: Jurnal Pendidikan 17, no. 2 (2025): 2231–45. https://doi.org/10.35445/alishlah.v17i2.6231.

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Effective writing instruction requires innovative techniques to improve coherence and fluency, particularly among second-language learners. Reflective Learning Portfolio (RLP) emphasizes reflective practice in learning, while Dialogue Journal Writing (DJW) fosters community, enhances interactions, and builds self-awareness. Despite their individual merits, the integrated effect of these reflective techniques alongside discourse markers on students' writing proficiency remains understudied. This research employed a quantitative, quasi-experimental methodology with a non-equivalent control group

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Su, Chengchieh. "Integrating Discourse Markers into EFL Instruction: A Preliminary Exploration." International Journal of Novel Research in Education and Learning 11, no. 6 (2024): 44–49. https://doi.org/10.5281/zenodo.14382034.

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<strong>Abstract:</strong> Discourse markers are essential elements in both spoken and written English, playing a crucial role in organizing discourse, expressing attitudes, and signaling text structure. Despite their importance in achieving fluency and communication efficiency, the use of discourse markers is often overlooked in English as a Foreign Language (EFL) instruction. This paper explores the functions and significance of discourse markers in EFL teaching, reviewing existing literature on their use and the challenges learners face in acquiring them. It highlights the insufficiency of

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Alqurashi, Naif. "A Corpus-Based Analysis of Discourse Markers in ESL Writing Proficiency: Implications for Vocabulary Expansion, Writing Anxiety, and Cultural Context." International Journal of English Linguistics 15, no. 2 (2025): 110. https://doi.org/10.5539/ijel.v15n2p110.

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The use of discourse markers (DMs) is a critical component of writing proficiency in English as a Second Language (ESL), influencing coherence and cohesion in academic texts. This study investigates the variation in discourse marker usage between first-year and fourth-year Egyptian university students to understand how proficiency levels affect written cohesion. A corpus of 400 student essays was analyzed using a mixed-methods approach, incorporating both quantitative frequency analysis and qualitative functional categorization. Results indicate that first-year students overuse basic additive

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Eragamreddy, Dr Nagamurali. "Pragmatic Markers in Spoken Discourse." Global Academic Journal of Linguistics and Literature 6, no. 03 (2024): 97–117. http://dx.doi.org/10.36348/gajll.2024.v06i03.002.

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The roles, functions, and effects of pragmatic markers (PMs) in spoken discourse are explored in this study, with a focus on how language learners’ comprehension skills, classification and interpretation abilities, and interactions between verbal and non-verbal PMs are affected. A combination of quantitative and qualitative procedures was employed in this investigation. To evaluate how well PMs in spoken discourse were identified and understood, level 4, English Language Unit, Preparatory Studies Centre fifty participants from the University of Technology and Applied Sciences, Salalah, the Sul

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Hasanah, Rifatul, Dihliza Basya, Ismaili Ismaili, and Ribut Sabartono. "Exploring Inappropriate Discourse Markers on Students Argumentative Essay: A Discourse Study." Jurnal Educazione : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling 10, no. 2 (2022): 149–66. http://dx.doi.org/10.56013/edu.v10i2.2035.

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Effective usage of DMs can help both readers and writers to understand better.Many researchers point out that DMs are important thing in writing, but in another situation, there are still many students using inappropriate DMs in their writing. The goal of this study is to know inappropriate Discourse markers on their essay and also to know what are the factors behind it by studying argumentative essay using Fraser taxonomy and conducting interview.The result argumentative essay, it is found misused discourse markers and overused discourse markers. Total number of inappropriate DMs on students’

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Yasmin, Tayyabba, Aniqa Rashid, and Samina Ali Asghar. "Efficacy of Explicit Instruction of Discourse Connectives for Verbal Communication." Review of Education, Administration & LAW 4, no. 3 (2021): 609–15. http://dx.doi.org/10.47067/real.v4i3.178.

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Discourse connectives are fundamental components of verbal communication due to their significant role in the creation of coherence, expression of emotive and mental states, and in the navigation of turn-taking (Villegas, 2019). This research study was conducted to explore the effect of explicit instruction of discourse connectives on the communication skills of English language learners. The sample of 40 students was taken and divided into two groups i.e. control and experimental group. Pretest and posttest were conducted to evaluate the proficiency level of students. IELTS interactive test w

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Kashiha, Hadi. "“Bear in mind that”: Enhancing lecture comprehension through signaling importance markers." European Journal of Applied Linguistics 10, no. 1 (2022): 86–108. http://dx.doi.org/10.1515/eujal-2020-0013.

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Abstract The present study attempts to propose a taxonomy for the discourse functions of importance markers in English academic lectures and examine their effects on ESL learners’ comprehension of important points in lectures. To this end, a corpus of 160 lecture transcripts from the BASE corpus was analyzed to identify and classify the main functions of words and expressions that mark importance in them. It was found that importance is indicated by the following lecture-specific devices and attributes: 1) student involvements, 2) topic announcers, 3) exam-related markers, 4) discourse clarifi

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Kookhaei, Ozra, and Majid Amerian. "A Study of Writing Proficiency in the Use of Discourse Markers in Iranian EFL Learners' Writing." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 2 (2014): 106–13. http://dx.doi.org/10.24297/jal.v2i2.5229.

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The aim of this study was to investigate the use of discourse markers by Iranian EFL learners based on their writing proficiency. The study was conducted at Department of English Language and Literature in university of Arak. 29 participants, 6 males and 23 females, as an intact group, were required to write an essay on an argumentative topic without limit of words and without any instruction. Their writings were analyzed quantitatively using Fraser's (2004) taxonomy of Discourse Markers. The results showed that there is no statistically significant difference between the use of discourse mark

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Crowhurst, Marion. "Interrelationships Between Reading and Writing Persuasive Discourse." Research in the Teaching of English 25, no. 3 (1991): 314–38. http://dx.doi.org/10.58680/rte199115464.

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This study was designed to determine (a) whether the writing of persuasive discourse can be improved by instruction and (b) the effect of reading on writing and of writing on reading within the mode of persuasion. Students in two sixth-grade classes in each of two schools (n= 110) were stratified by sex and ability and randomly assigned to one of four treatment groups: 1. instruction in a model for persuasion plus writing practice; 2. instruction in a model for persuasion plus reading practice; 3. reading novels and writing book reports plus a single lesson in the persuasion model; 4. reading

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Asadzadian, Ghader, Rashid Saad, and Fereshteh Asadzadian. "The Impact of Discourse Marker Instruction on Fluency, Accuracy, and Complexity Improvement of Iranian Intermediate EFL Learners." International Journal of English Linguistics 7, no. 5 (2017): 152. http://dx.doi.org/10.5539/ijel.v7n5p152.

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The purpose of the study was to investigate the impact of discourse marker (DM) instruction on fluency, accuracy, and complexity improvement of Iranian intermediate EFL learner’s writing. To this aim, among the two hundred forth year English major learners in Dezful university, Iran, fifty of them who were in the intermediate level, based on the scoring system of the university, were recruited. They were given a topic to write before intervention. Then, the fifty participants passed through twenty-hour instruction on micro and macro DMs, based on Belles-Furtuno’s (2004) classification of disco

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Zhang, Hong. "Bridging Discourse Theory and Pedagogy: A Rhetorical Structure Theory Approach to English Academic Reading." International Journal of English Linguistics 15, no. 4 (2025): 48. https://doi.org/10.5539/ijel.v15n4p48.

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This study investigates the application of Rhetorical Structure Theory (RST) in academic reading instruction for EFL learners. The study combines a corpus-based analysis of IELTS reading materials with a detailed RST analysis of a representative passage. The corpus analysis identifies frequently used discourse markers and prevalent rhetorical relations, while the passage analysis employs RST trees to reveal hierarchical text organization. Findings indicate that integrating RST-based instruction into classroom activities enhances students&rsquo; ability to interpret textual coherence, ident

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Al Issa, Ali, Zahra Amirian, and Saeed Ketabi. "The Effect of Teaching Discourse Markers through Flipped Model on Iraqi EFL Learners’ Writing Performance." Language Teaching Research Quarterly 45 (November 2024): 123–39. https://doi.org/10.32038/ltrq.2024.45.07.

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The main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners’ writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was checked and the normality of the data was calculated. Data analysis revealed that teaching discourse markers significantly affected learners’ knowledge of discourse markers. However, there was no significant effect of teaching discourse markers on ad

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Alraddadi, Budoor Muslim. "The Effect of Teaching Structural Discourse Markers in an EFL Classroom Setting." English Language Teaching 9, no. 7 (2016): 16. http://dx.doi.org/10.5539/elt.v9n7p16.

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<p>This study aimed to explore the effects of explicit teaching on the acquisition of spoken discourse markers (DMs) on EFL learners’ presentation production. It also aimed to measure the impact of two different treatments on the acquisition of a set of DMs.</p><p>This study is an experimental study and focuses on the overall production of spoken structural DMs in pre and post instruction where two particular teaching methods are employed. For this purpose, 41 English as a Foreign Language (EFL) female learners from the foundation program participated and they were on the Upp

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Haqq, Arif Abdul, Hendri Handoko, and Reo Al Farizi. "Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education." ITEJ (Information Technology Engineering Journals) 10, no. 1 (2025): 174–91. https://doi.org/10.24235/itej.v10i1.260.

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This study presents the design and evaluation of marker-based augmented reality instructional media using Unity and Vuforia to support polyhedra learning in junior high school geometry. The development followed the 4D model and was grounded in a five-phase learning trajectory consisting of exploration, manipulation, analysis, application, and reflection. The AR media features interactive 3D polyhedron models, net unfolding animation, and formula overlays, each activated through printed markers. The design was informed by students’ learning needs, particularly difficulties in visualizing shapes

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LIU, Enci. "Research on the use of discourse markers in college English classrooms." Region - Educational Research and Reviews 6, no. 3 (2024): 141. http://dx.doi.org/10.32629/rerr.v6i3.1864.

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In the context of higher education, English, as a crucial subject, plays an immensely significant role in cultivating students' language abilities and is also pivotal in fostering the growth and development of college students. In the segments of English teaching in higher education institutions, educators should opt for appropriate teaching methods to enhance students' English expression abilities and promote a comprehensive improvement in their English proficiency, which lays the foundation for students to complete their studies and improve their overall qualities. The use of discourse marke

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Dung, Đỗ Thị Xuân, and Trương Thái Chân. "DISCOURSE STRUCTURE AND ITS IMPLICATION IN THE READING CLASSES." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (2018): 39. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4472.

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<p>For years, EFL reading teachers and researchers have searched for effective methods to equip learners with efficient reading strategies, one of which concerns awareness-raising and exploration of discourse structures. That means making students meta-cognitively aware of strategies and techniques that promote reading comprehension in terms of the macro-level characteristics of the text. Research has pointed out indispensable roles of text structure knowledge in promoting an efficient strategy that enhances reading comprehension. This paper reports the results of a project on the propos

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Kadyrov, Nurtilek, Januarius Mujiyanto, and Sri Wuli Fitriati. "Errors in Discourse Marker Usage in Descriptive Texts by SMA Negeri 12 Semarang Students." English Education Journal 13, no. 2 (2023): 209–20. http://dx.doi.org/10.15294/eej.v13i2.74097.

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This study delves into the analysis of common errors found in descriptive texts authored by a sample of 32 students, randomly selected from SMA Negeri 12 Semarang. Its primary objective is to identify, categorize, and evaluate errors pertaining to adverbial phrases, conjunctions, prepositional phrases, and discourse markers while assessing their impact on the coherence of the text. Employing a rigorous research methodology encompassing both quantitative and qualitative techniques, this study provides a thorough evaluation of the student's writing abilities. Quantitative analysis of the collect

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Alkhawaja, Hussein W., Shamala Paramasivam, Vahid Nimehchisalem, and Zalina Mohd Kasim. "Discourse Markers (DMs) in Classroom Oral Presentation of Arab Postgraduate Students." International Journal of Linguistics 14, no. 1 (2022): 27. http://dx.doi.org/10.5296/ijl.v14i1.19391.

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Towards auto didacticism in the learning of English language in Malaysian universities, students are required to do oral presentations as an academic task such as presentations of articles reviews, book chapter summaries and mini or final project proposals. To conduct these classroom oral presentations, students usually employ a number of technological aids and resources such as computers, overhead projectors and Microsoft PowerPoint software to create their slides. In fact, conducting coherent oral presentations goes beyond the use of technology to include appropriate use of linguistic device

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Riasati, Mohammad Javad. "The Effect of Explicit Instruction of Discourse Markers on the Quality of Oral Output." International Journal of Applied Linguistics & English Literature 1, no. 1 (2012): 70–81. http://dx.doi.org/10.7575/ijalel.v.1n.1p.70.

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Riasati, Mohammad Javad. "The Effect of Explicit Instruction of Discourse Markers on the Quality of Oral Output." International Journal of Applied Linguistics & English Literature 1, no. 1 (2012): 70–81. http://dx.doi.org/10.7575/ijalel.v1n1p70.

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Shimada, Kazunari. "Effects of Instruction on the Use of Discourse Markers in Japanese EFL Learners’ Speech." Journal of Pan-Pacific Association of Applied Linguistics 26, no. 2 (2022): 77–95. http://dx.doi.org/10.25256/paal.26.2.5.

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Kerr-Barnes, Betsy. "The acquisition of connectors in French L2 narrative discourse." Journal of French Language Studies 8, no. 2 (1998): 189–208. http://dx.doi.org/10.1017/s0959269500004142.

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AbstractThe article examines the use of connectors in oral narratives of 27 adult American learners of French, who are classified in four groups according to length of instruction and type of learning environment, i.e. classroom or immersion or mixed. The patterns of acquisition are found to be in general quite similar to those of child LI French learners, including a routinised use of one or more markers which serve as pause fillers. Surprisingly, even very proficient learners show overgeneralisation of some connectors, in particular of transitional connectors (alors, donc) and discourse-stru

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Aykut-Kolay, Cansu, and Banu Inan-Karagul. "The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines." Chinese Journal of Applied Linguistics 47, no. 2 (2024): 281–308. http://dx.doi.org/10.1515/cjal-2024-0207.

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Abstract Metadiscourse (MD) allows instructors to organize classroom discourse and reflect their own style while delivering the content. MD has been studied for years, especially with a focus on written contexts even though the number of studies conducted on spoken contexts in different educational settings has a tendency to increase. With the increasing spread of English medium instruction (EMI) across the world, the role of MD in EMI classroom discourse has become a field of research that is worth investigating. Concerning the Turkish context, MD has recently been a popular research area, bu

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kizi, Mirzadiyarova Kamola Zuxriddin. "Teaching Listening Strategies Through Genre-Based Approaches." European International Journal of Pedagogics 5, no. 1 (2025): 70–76. https://doi.org/10.55640/eijp-05-01-15.

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Listening comprehension is a critical skill in second language acquisition, yet it remains one of the most challenging aspects of language learning. Traditional listening instruction often focuses on passive exposure rather than actively developing learners' strategic competence. A genre-based approach offers a structured method for teaching listening strategies by emphasizing the linguistic, structural, and contextual characteristics of different spoken genres, such as news reports, academic lectures, and casual conversations. This study explores the integration of genre-based listening instr

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Santoso, Kusumo Hadi, Yudhi Arifani, and Nirwanto Maruf. "ANALYZING THE KEY ELEMENTS OF HIGH-QUALITY ABSTRACTS: A COMPREHENSIVE ACADEMIC DISCOURSE STUDY OF ENGLISH EDUCATION." English Review: Journal of English Education 12, no. 3 (2024): 1083–92. http://dx.doi.org/10.25134/erjee.v12i3.10696.

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This study aims to explore the Rhetorical moves and use of Metadiscourse in student abstracts from the English Education program at Universitas PGRI Ronggolawe, Tuban. The sample consists of 17 abstracts submitted by English Education students from the 2023 batch of the program. This Research uses mixed methods for the methodology, the quantitative analysis focused on frequency counts, descriptive statistics, and correlation analyses, while the qualitative analysis explored the functional roles of these elements in enhancing clarity, coherence, and reader engagement. The qualitative analysis r

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Hernández, Todd A. "Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers." Language Teaching Research 15, no. 2 (2011): 159–82. http://dx.doi.org/10.1177/1362168810388694.

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Molino, Alessandra, and Slobodanka Dimova. "Discourse Structuring Metadiscourse in EMI Lecturer Microteaching Test Performance." International Journal of Linguistics 16, no. 7 (2025): 76. https://doi.org/10.5296/ijl.v16i7.22566.

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Microteaching is frequently used in English-medium instruction (EMI) teacher education to provide a controlled environment for skill refinement and feedback (Deroey, 2023; Morell, 2020), but less frequently in EMI language testing (Dimova, 2017) due to concerns about its suitability. While some argue for its potential to standardize language assessment procedures, others question its ability to reflect classroom discourse (Molino et al., 2022). To address this issue, empirical evidence of the language features of microteaching is needed. So far, however, very limited language-focused research

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Martín-Laguna, Sofía. "The multilingual turn in pragmatics." Applied Pragmatics 4, no. 1 (2022): 63–91. http://dx.doi.org/10.1075/ap.20024.mar.

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Abstract In the Valencian Community in Spain, the coexistence of Spanish and Catalan as co-official languages and English as a foreign language, which is learned as a third language (L3), shapes a unique multilingual setting. This study examined the extent to which multilingual learners’ use of two interpersonal pragmatic markers (PMs), i.e., hedges (e.g., I believe) and attitude markers (e.g., fortunately), is related across languages and whether the relationship changes over time. Participants were 313 Spanish-Catalan bilingual high school learners of L3 English. They wrote three opinion ess

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Jin, Bixi, and Wei Xu. "Strategy Use Awareness in Academic Listening Practices Relative to L2 Motivation among Chinese Tertiary Students." Journal of Language Teaching and Research 8, no. 4 (2017): 722. http://dx.doi.org/10.17507/jltr.0804.11.

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Academic listening has been widely studied from the perspective of note-taking, attention to discourse markers, and schematic knowledge. Learner variables, such as motivation, degree of anxiety, and learner beliefs, have all received increasingly attention from researchers, but have not yet been sufficiently explored in second language (L2) listening. This paper investigates the correlations between second language learning motivation and learners’ strategy use awareness in academic listening practices. Quantitative data was obtained using questionnaires issued to 79 second year English-major

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Al-Owayid, Rehab Hassan. "The Use of Contrastive Discourse Markers by English-major Saudi Female Undergraduates at Qassim University in Academic Writing." Journal of Language Teaching and Research 9, no. 1 (2018): 51. http://dx.doi.org/10.17507/jltr.0901.07.

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Academic writing requires a skillful use of markers and linguistic features. The purpose of this quantitative study was to examine the efficacy of a one-time intervention on the use of contrastive discourse markers (CDMs) by Saudi female English major undergraduates. The present study also surveyed the opinions of writing skills instructors about CDM instruction and investigated factors that may affect the use of CDMs by undergraduates. A convenience sample of 100 students was selected from Levels 6 and 8: fifty students of each were recruited from the Colleges of Arts and Sciences in Buraydah

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Iuliu, Irina, and Verónica Martínez. "Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder." Children 8, no. 11 (2021): 1052. http://dx.doi.org/10.3390/children8111052.

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Background: A narrative requires the integration and management of linguistic and cognitive skills. It has been observed that children with Developmental Language Disorder (DLD) have difficulties in narrating stories. This research proposes an intervention in a case of a child 9 years and 2 months old with DLD, with the aim of improving his oral narrative skills through a retelling task via telepractice. Methods: In the evaluation, standardized tests have been used and a ‘remembering a story’ task, with a story titled The Lost Backpack, elaborated by one of the authors. Narratives were elicite

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Alqurashi, Naif. "The Effect of Academic Level on the Use of Deictic Expressions in ESL Learners' Writing: A Corpus Driven Investigation." International Journal of Linguistics, Literature and Translation 8, no. 3 (2025): 77–90. https://doi.org/10.32996/ijllt.2025.6.4.11.

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Deictic expressions are essential linguistic elements that facilitate communication by anchoring utterances to specific temporal, spatial, and personal contexts. However, mastering deixis presents challenges for ESL learners due to its reliance on pragmatic competence. This study examines how academic level influences the use of deictic expressions among first-year and fourth-year ESL students through a corpus-driven analysis. The findings indicate that first-year students rely heavily on explicit deictic markers, particularly personal and temporal deixis, while fourth-year students demonstrat

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Arzu, Ekoç-Özçelik. "Exploring interactional metadiscourse in remote teaching: A case study of A2-level english learners." i-manager’s Journal on English Language Teaching 13, no. 2 (2023): 16. http://dx.doi.org/10.26634/jelt.13.2.19441.

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The use of interactional metadiscourse markers in opinion paragraphs written by A2-level English learners was investigated in this research. Although metadiscourse is commonly studied in discourse analysis, pragmatics, and language teaching, there has been limited attention given to the writing of beginner-level language learners. Metadiscourse is typically associated with advanced English learners' writing behavior. However, this study recognizes that English learners at lower proficiency levels can also employ interactional metadiscourse markers, such as hedges, boosters, attitude markers, s

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Liu, Binmei. "contrastive study of discourse markers used by native and Chinese L2 English speakers across speech context." East Asian Pragmatics 2, no. 1 (2017): 101–26. http://dx.doi.org/10.1558/eap.33278.

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Discourse markers (DMs) are difficult even for advanced L2 speakers compared with L1 speakers because of their special linguistic features. The influence of contextual factors on the use of DMs has not been examined in detail in the literature. The present article investigates the impact of speech contexts (interview vs conversation) on the use of DMs by native and advanced Chinese speakers of English. Data for the study were gathered using individual sociolinguistic interviews and group conversations. A quantitative analysis revealed that native English speakers used and and just more frequen

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Ngcobo, Sandiso, Katie Bryant, and Hloniphani Ndebele. "Translanguaging: A tool to decolonise students’ experiences of learning to write for academic purposes in the South African university context." Journal for Language Teaching 55, no. 1 (2021): 77–99. http://dx.doi.org/10.4314/jlt.v55i1.4.

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University students can experience many challenges writing for academic purposes as they move from secondary to post-secondary studies. Both first and additional language users of English experience these challenges, resulting in universities across the globe instituting different modalities to help ease students’ transitions. In South African universities, despite English being the medium of instruction, most students are additional language speakers of English. This article discusses findings from a 2019 study that investigated three questions: 1) Do firstyear, additional language users of E

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Nesterova, Tatiana V. "Hybrid genres in gaming internet communication (congratulatory discourse)." International Journal “Speech Genres” 17, no. 1 (2022): 43–57. http://dx.doi.org/10.18500/2311-0740-2022-17-1-33-43-57.

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The article deals with hybrid playful speech genres in gaming Internet communication. It briefly highlights different approaches to the definition of the concepts of “hybridization”, “hybrid”, “hybridity” which are significant for this work. The communicative space of the Internet has become a kind of genre-generating environment that contributes to the emergence of new speech genres obtained as a result of hybridization. The object of the research are humorous speech genres presented in the form of polycode texts related to congratulatory discourse (communicative events “Birthday” and “Weddin

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Sirijanchuen, Natthaphong. "Comparative analysis of transition use in ELT research introductions: Thai versus international authors." Journal of English Language and Linguistics 5, no. 2 (2024): 160–79. http://dx.doi.org/10.62819/jel.2024.440.

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Exploring how academic writing styles differ across cultures provides additional insights into scholarly communication practices. This study therefore investigated the use of transition markers in the Introduction sections of ELT research articles written by Thai and international authors, aiming to uncover the differences on their academic writing. Using a mixed-methods approach, the research analyzed 50 introductions from two reputable Scopus-indexed journals, focusing on the frequency and types of transitions employed in the primary move structure based on Swales’ CARS model (2004): Move 1:

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Asada, Hirofumi. "Longitudinal Effects of Informal Language in Formal L2 Instruction." JALT Journal 28, no. 1 (2006): 39. http://dx.doi.org/10.37546/jaltjj28.1-3.

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This study investigates the longitudinal effects of informal language contact on formally instructed L2 learners through multiple approaches which include quantitative and qualitative data sources. It focuses on the use of the aspect markers –te iru and –te ru (the reduced form of –te iru) in Japanese oral discourse by Chinese exchange students (NNSs). The quantitative data for conversational tasks was transcribed and analyzed by Child Language Data Exchange System (CHILDES), and the frequency of occurrence and variation of aspect markers were compared with those of Japanese university student

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Al Zumor, Abdulwahid Qasem. "STANCE IN ADVANCED ACADEMIC WRITING BY SAUDI EFL POSTGRADUATES: A CORPUS-BASED STUDY OF CRITIQUE WRITING." Journal of Languages and Language Teaching 9, no. 4 (2021): 371. http://dx.doi.org/10.33394/jollt.v9i4.4288.

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Whether the postgraduate students in the EFL context are adequately trained to express their authorial voice in academic writing in an appropriate tone has not been clarified enough in the literature. The aim of this study is to explore the linguistic resources used by Saudi postgraduate students of Applied Linguistics to construct stance when they write critique essays. To achieve this goal, a corpus of 78000 words was built from 73 critique essays collected in five years. To analyze this corpus, LancsBox corpus analysis software was used to generate the concordances with frequencies of key w

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Toffel, Sandra. "The hidden reefs in foreign language teaching: on the presence and instruction of discourse markers in textbooks for teaching Polish as a foreign language." Glottodidactica. An International Journal of Applied Linguistics 46, no. 1 (2019): 197–220. http://dx.doi.org/10.14746/gl.2019.46.1.12.

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Discourse markers (DMs), represented by words and phrases such as but, you know, moreover, have for many years been a widely discussed topic in linguistics in Poland and abroad. However, no attention has been paid yet to DMs in teaching Polish as a foreign language (PFL). The paper explores this neglected issue by analysing the modes of presentation of DMs in the three most popular series of textbooks for teaching PFL (levels A1-B1). The textbooks were analysed manually to identify DMs and the ways in which they are taught. The results show that the textbooks differ in the number of DMs appear

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Rismar Riansih, Angga Dwinka, and Safnil Arsyad. "Unlocking Interaction: A Deep Dive into Meta-Discourse in Indonesian and International EFL and ESL Textbooks for Senior High School." JOALL (Journal of Applied Linguistics and Literature) 10, no. 2 (2025): 367–91. https://doi.org/10.33369/joall.v10i2.41244.

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This study presents a comparative corpus analysis of interactional metadiscourse features in two English textbooks used in Indonesian senior high schools: an EFL textbook published by the Indonesian Ministry of Education and Culture (Bahasa Inggris: Work in Progress) and an ESL textbook published by Cambridge University Press (English as a Second Language: Second Edition). Despite the central role textbooks play in shaping classroom discourse and developing students’ communicative competence, limited attention has been paid to how interactional metadiscourse is utilized in these materials, esp

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Kapranov, Oleksandr. "The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency." Baltic Journal of English Language, Literature and Culture 8 (2018): 56–73. http://dx.doi.org/10.22364/bjellc.08.2018.04.

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Безукладникова, София Сергеевна. "ASSEMBLY INSTRUCTIONS AS A SPEECH GENRE OF ENGINEERING AND DIDACTIC DISCOURSE." Tomsk state pedagogical university bulletin, no. 6(224) (November 18, 2022): 97–107. http://dx.doi.org/10.23951/1609-624x-2022-6-97-107.

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Введение. В статье предпринята попытка определить специфику жанра «инструкция по сборке», объединяющего инженерную и дидактическую составляющую. Его цель – регламентировать работу преподавателей-инженеров на занятиях с разновозрастными учащимися. Ранее тексты этого жанра не выступали предметом научного исследования, несмотря на то что инструкция как жанр описана в рамках IT-дискурса, педагогического дискурса, поучающего, инженерного. Однако впервые инструкция по сборке выступает предметом исследования в инженерно-дидактическом дискурсе. Материал и методы. Выборка текстов жанра «инструкция по с

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Wu, JinLiang. "A Corpus-Based Multidimensional Analysis of Linguistic Features between Human-Authored and ChatGPT-Generated Compositions." International Journal of Linguistics, Literature and Translation 8, no. 5 (2025): 102–10. https://doi.org/10.32996/ijllt.2025.8.5.10.

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This study presents a corpus-based multidimensional comparative analysis of linguistic features in human-authored and ChatGPT-generated English compositions, with a focus on four core dimensions: lexical difficulty, syntactic complexity, textual cohesion, and error patterns. A total of 120 compositions were analyzed—60 produced by ChatGPT-4 and 60 authored by Chinese L2 English learners from the Ten-thousand English Compositions of Chinese Learners corpus—equally distributed across three educational proficiency levels: primary, secondary, and tertiary. Quantitative analyses indicate that human

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Gruber, Verena, and Mirjana Matea Kovač. "A Practice-oriented Intervention Study on the Use of Conjunctional Adverbs." Društvene i humanističke studije (Online) 7, no. 2(19) (2022): 671–90. http://dx.doi.org/10.51558/2490-3647.2022.7.2.671.

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Conjunctional adverbs and formulaic expressions are the fundamental mechanisms in the development of fluent speech, providing coherence and cohesion within discourse, but also contributing to perceived fluency or the listener’s impression of native-like speech. Research has emphasized the exceptional importance of explicitly teaching those lexical units that directly affect the development of speech fluency since they are very important in all phases during the process of speech production. The present study aims to expand the existing knowledge by providing insight into how formal teaching in

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YANG, XINLAN. "A Study of Interactional Metadiscourse Features in Chinese University Students' Prepared English Speech." International Journal of Linguistics, Literature and Translation 6, no. 5 (2023): 97–103. http://dx.doi.org/10.32996/ijllt.2023.6.5.11.

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Speech is an activity in which speakers convey their message to listeners continuously. A coherent, logical argument must be made by the speaker, and audience participation is essential for a successful speech. The majority of prior research on English Public Speaking (hence referred to as EPS) from the Critical Discourse Analysis (hereinafter referred to as CDA) perspective focused on political or academic speech. Although the speech of English language learners (also known as EFLs) has caught the interest of academics. There has not been much study of the interactional metadiscourse characte

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Jia, Kexin. "A Pragmatic Study on Ostensible Invitation Speech Acts of Chinese EFL Learners." Literature Language and Cultural Studies 2, no. 1 (2025): 81. https://doi.org/10.63313/llcs.9062.

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In cross-cultural communication, ostensible invitations, as a prototypical form of indirect speech acts, significantly influence the effectiveness of social inter-action. Existing research has predominantly focused on politeness principles, neglecting the impoliteness phenomena triggered by ostensible speech acts and the pragmatic transfer mechanisms among Chinese EFL learners. This study aims to: 1) identify the types of ostensible invitation strategies employed by Chinese EFL learners; 2) map proficiency-driven divergences in strategy use among learners at different levels; 3) diagnose L1 cu

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Kniaź, Małgorzata. "English lexical items in Egyptian Arabic. Code-switching or borrowing?" Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 185. http://dx.doi.org/10.14198/raei.2017.30.07.

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The study aims to answer the question of whether lone English items that occur in Arabic-English code-switching are borrowings or code-switches. This is based on empirical data collected at the American University in Cairo. The data were analyzed within the framework of the Matrix Language Frame model. 3443 bilingual projections of complementizer (CP) were investigated. They were divided into two types: (1) CPs with Arabic as the Matrix Language (ML) and (2) CPs with English as the ML. The analysis shows a clear discrepancy between categories of items used in the two types. In Arabic CPs, the

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Krismayani, Ni Wayan, I. Made Suastra, I. Nyoman Suparwa, and I. Nengah Sudipa. "The english material needs of economics and business students." International journal of linguistics, literature and culture 6, no. 1 (2020): 51–61. http://dx.doi.org/10.21744/ijllc.v6n1.829.

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This paper aims to describe the analysis of the English Course for Economics and Business students focus on target needs and learning needs. This study involved 260 students from 4 universities in Bali. Data were obtained from questionnaires and interviews. The data which had been collected were then tabulated and analyzed by using descriptive method. The findings of this study showed that conducting needs analysis to ESP course is important as the basis for designing syllabus and material because there was no material available on the market that could fully fit the students’ needs. The econo

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Ibrahim, Nizar Kamal. "Can Cognitive Strategies be Incorporated in a Critical Reading Course?" Studies in English Language Teaching 2, no. 4 (2014): 333. http://dx.doi.org/10.22158/selt.v2n4p333.

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<em>This study examined the effect of training in cognitive reading strategies in the context of critical literacy. Thirty students enrolled in a critical analysis course at a Lebanese university participated in the study. For three months, the participants received instruction based on a critical literacy model during which they were trained in summarizing, paraphrasing, using key words and discourse markers to find details and guessing meaning from context so that they comprehend the texts and read them critically. The Mixed Research Method was used in the study. In the quantitative pa

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