دانلود کتاب Discourse Markers in Second Language French

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Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Tables
Figures
Acknowledgments
1 Introduction
1.1 Discourse Markers in French Society
1.2 Discourse Markers and the L2 Classroom
1.3 Learner Challenges in Acquiring Discourse Markers
1.4 Motivations for Studying L2 Discourse Marker Development
1.5 Organization of the Book
Note
References
2 What Are Discourse Markers?
2.1 Terminological Debates
2.2 Key Characteristics of Discourse Markers
2.2.1 Non-Propositionality, Syntactic Detachment, Optionality
2.2.2 Additional Common Features
2.2.3 Meaning and Function
2.3 What (For Practical Purposes) Counts as a Discourse Marker?
2.4 Discourse Markers and Position
2.5 Discourse Marker Combinations
2.6 Defining Discourse Markers for This Study
Notes
References
3 Functions of Common French Discourse Markers
3.1 Introduction
3.2 Alors
3.3 Ben
3.4 Bon
3.5 Donc
3.6 En Effet
3.7 En Fait
3.8 Enfin
3.9 Hein
3.10 Mais
3.11 Oui
3.12 Parce Que
3.13 Puis
3.14 Quoi
3.15 Tu Sais
3.16 Voilà
Notes
References
4 What Do We Already Know About L2 Discourse Marker Use?
4.1 Five Conclusions Drawn From L2 Discourse Marker Research to Date
4.2 Can L1 Transfer Explain Learner Discourse Marker Production?
4.3 What Sociolinguistic Variables Affect Discourse Marker Use in the L2?
4.4 What Is the Effect of Study Abroad?
4.5 (How) Do Learners Process Discourse Markers That They Hear?
4.6 Can Discourse Markers Be Taught?
4.7 Refocusing On L2 French Discourse Markers
4.8 Conclusion
References
5 Methodological Questions in L2 Discourse Marker Research
5.1 Introduction
5.2 Contrastive Or Interlanguage Analysis?
5.3 Form to Function Or Function to Form?
5.4 The Effects of Tasks and Instruments
5.5 The Current Study
5.5.1 Participants
5.5.2 Proficiency Measures
5.5.3 Instruments
5.5.4 Procedure
5.5.5 Transcription
5.5.6 Coding
5.5.7 Coding Reliability
5.6 Conclusion
Notes
References
6 How Do Native Speakers Use Discourse Markers?
6.1 Introduction
6.2 What Is the Inventory of Discourse Markers Used By the Native Speakers of French in This Study?
6.3 What Is the Functional Distribution of Discourse Markers for Native Speakers in This Corpus?
6.3.1 Contrast
6.3.2 Reported Speech
6.3.3 Affirmation
6.3.4 Conclusion
6.3.5 Recapitulation
6.3.6 Reformulation
6.3.7 Topic Management
6.3.8 Turn Management
6.3.9 Hesitation
6.3.10 Information Management
6.3.11 Interlocutor Engagement
6.3.12 Emphasis
6.3.13 Interrogation
6.4 Syntactic Considerations
6.5 Sociolinguistic Considerations
6.6 Conclusion
Note
References
7 How Do Learners of French Use Discourse Markers?
7.1 Introduction
7.2 What Is the Inventory of Discourse Markers Used By Learners of French?
7.2.1 Most Frequently Produced Discourse Markers
7.2.2 Discourse Marker Production By Task
7.2.3 Other Unique Features of the Learner Discourse Marker Inventory
7.3 What Is the Distribution of DM to Function and How Does the Inventory of DMs and Their Functions Change Over Time?
7.3.1 Topic Management
7.3.2 Drawing Conclusions
7.3.3 Reformulation
7.3.4 Turn Management
7.3.5 Information Management
7.3.6 Hesitation
7.3.7 Contrast
7.3.8 Affirmation
7.3.9 Recapitulation
7.3.10 Interlocutor Engagement
7.3.11 Emphasis
7.3.12 Reported Speech
7.3.13 Interrogation
7.4 Syntactic Considerations
7.5 Sociolinguistic Considerations
7.6 Conclusion
Notes
References
8 New Insights and Next Steps in L2 Discourse Marker Research
8.1 Introduction
8.2 Primary Findings of This Study
8.2.1 Learners Produce Fewer Discourse Markers Than Do Native Speakers
8.2.2 Learners’ Discourse Marker Frequency and Variety Increase With Proficiency
8.2.3 Learners Overgeneralize Some Discourse Markers and Undergeneralize Others
8.2.4 Learners Express Varied and Changing Functions as Proficiency Increases
8.2.5 Syntactic Features of Learner Discourse Marker Use
8.3 Other Contributing Factors to L2 Discourse Marker Acquisition
8.3.1 Transfer Effects
8.3.2 Study Abroad
8.3.3 Gender and Regional Differences
8.4 What Can L2 Acquisition Tell Us About the Nature of Discourse Markers?
8.5 Methodological and Pedagogical Implications
8.5.1 Benefits of the Function-To-Form Approach
8.5.2 Task Effects
8.5.3 Pedagogical Implications
Notes
References
9 Conclusion
9.1 Concluding Remarks
9.2 Future Directions
References
Appendices
Appendix A – Participant Profiles
Appendix B – Native Speaker Discourse Marker Inventory
Appendix C – Learner Discourse Marker Inventory
Note
Reference
Index