The Role of Connectives and Stance Markers in the Processing of Subjective Causal Relations

Autor/inn/en	Wei, Yipu; Evers-Vermeul, Jacqueline; Sanders, Ted M.; Mak, Willem M.
Titel	The Role of Connectives and Stance Markers in the Processing of Subjective Causal Relations
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 8, S.766-786 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Yipu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2021.1893551
Schlagwörter	Discourse Analysis; Persuasive Discourse; Bias; Form Classes (Languages); Eye Movements; Reading Processes; Sentences; Connected Discourse; Language Usage; Verbs; Attitudes; Mandarin Chinese + Suchen Sie Ihr Suchwort? Diskursanalyse; Persuasion; Persuasive Kommunikation; Analytischer Sprachbau; Augenbewegung; Leseprozess; Sentence analysis; Satzanalyse; Sprachgebrauch; Attitude; Einstellung; Verhalten
Abstract	Interpreting subjectivity in causal relations takes effort: Subjective, claim-argument relations are read slower than objective, cause-consequence relations. In an eye-tracking-while-reading experiment, we investigated whether connectives and stance markers can play a facilitative role. Sixty-five Chinese participants read sentences expressing a subjective causal relation, systematically varied in the use of stance markers (no, attitudinal, epistemic) in the first clause and connectives (neutral "suoyi" "so", subjective "kejian" "so") in the second clause. Results showed that processing subjectivity proceeds highly incrementally: The interplay of the subjectivity markers is visible as the sentence unfolds. Subjective connectives increased reading times, irrespective of the type of stance marker being used. Stance markers did, however, facilitate the processing of modal verbs in subjective relations. We conclude that processing subjectivity involves evaluating how the argument supports the claim and that connectives, modal verbs, and stance markers function as processing instructions that help readers achieve this evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01