Literaturnachweis - Detailanzeige
Autor/in | Wei, Ming |
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Titel | A Comparative Study of the Oral Proficiency of Chinese Learners of English across Task Functions: A Discourse Marker Perspective |
Quelle | In: Foreign Language Annals, 44 (2011) 4, S.674-691 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0015-718X |
DOI | 10.1111/j.1944-9720.2011.01156.x |
Schlagwörter | Video Technology; Advanced Students; Speech Communication; Discourse Analysis; Foreign Countries; Comparative Analysis; Language Proficiency; Chinese; Native Language; English (Second Language); Second Language Learning; College Students; Qualitative Research; Statistical Analysis; Classification; Task Analysis; Context Effect; Oral Language; Second Language Instruction; China Fortgeschrittener; Diskursanalyse; Ausland; Language skill; Language skills; Sprachkompetenz; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Qualitative Forschung; Statistische Analyse; Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht |
Abstract | This study investigated the use of discourse markers (DMs) by college learners of English in China. It compared the use of DMs for four discourse functions by students at different proficiency levels. An audio-video instrument called Video Oral Communication Instrument was conducted to elicit ratable speech samples. Fraser's (1999) taxonomy was adopted to identify DMs. Quantitative and qualitative analyses indicated that while both intermediate and advanced students showed certain sensitivity to different task functions in DM use, advanced students resorted to DMs not only to construct hierarchical structures of meanings for more transactional tasks, but also to fulfill more interactive purposes for the more interactional task. Intermediate students tended to use DMs, sometimes in a confusing way, to organize their spoken discourse sequentially at minor discourse divisions, regardless of task functions. The findings overall suggest that proficiency level relates to the way DMs are used across contextual variations. (Contains 3 notes and 10 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |