A Study of the Aspects of Discourse Markers in Spoken and Written Discourse Park, Jeongmi Major in English Education Graduate School of Education University of Ulsan The purpose of this study is to analyze discourse markers in spoken and written discourse. This study will also try to figure out freq...
A Study of the Aspects of Discourse Markers in Spoken and Written Discourse Park, Jeongmi Major in English Education Graduate School of Education University of Ulsan The purpose of this study is to analyze discourse markers in spoken and written discourse. This study will also try to figure out frequency, types and functions of discourse markers. In chapter two, characteristics of spoken and written English are explained comparatively. The definition of discourse marker according to Schiffrin(1987) and characteristics discourse makers have are presented. In chapter three, discourse markers are categorized based on the functions according to Schiffrin’s(1987). She categorized discourse markers ,‘oh’ as marker of information management, ‘well’ as marker of response, ‘and’, ‘but’ and ‘or’ as discourse connectives, ‘so’ and ‘because’ as marker of cause and result, ‘now’ and ‘then’ as markers of discourse time, and ‘you know’ and ‘I mean’ as information?participation. The selected written and spoken discourses are analyzed according to the criteria. In chapter four, the discourse markers mentioned in chapter three are analyzed in some authentic materials. As a spoken discourse, a movie, [Kung Fu Panda 1] is used. As written discourses, some extract from [50 Successful Harvard Application Essay] and [High School English 1]. The results are as follows. First, discourse markers are shown more frequently in spoken discourse than in written discourse because of one of their characteristics ,co-occurrence. In addition, they help the connection between discourses by being placed at the beginning. Second, discourse markers such as ‘oh’, ‘well’, ‘and’, ‘but’, ‘so’, ‘because’, ‘now’, ‘then’, ‘you know’ and ‘I mean’ are all used in the spoken discourse material, [Kung Fu Panda 1]. This result is related to the characteristics of the spoken language. Third, discourse markers such as ‘and’, ‘but’, ‘so’, ‘because’, ‘how’ and ‘then’ are showed only in the written discourses. Surprisingly, discourse markers such as ‘for example’, ‘however’, ‘In addition’, ‘moreover’, on the other hands’, ‘therefore’ which aren’t found often in the spoken discourse materials are used quite often in the written discourse material. These results have relevance to the characteristics of the written language. According to this study, teachers should have expertise on discourse markers to help students understand and use them for their better communication in English. The findings of this study have some limitations because the analysis is based on the limited data.
A Study of the Aspects of Discourse Markers in Spoken and Written Discourse Park, Jeongmi Major in English Education Graduate School of Education University of Ulsan The purpose of this study is to analyze discourse markers in spoken and written discourse. This study will also try to figure out frequency, types and functions of discourse markers. In chapter two, characteristics of spoken and written English are explained comparatively. The definition of discourse marker according to Schiffrin(1987) and characteristics discourse makers have are presented. In chapter three, discourse markers are categorized based on the functions according to Schiffrin’s(1987). She categorized discourse markers ,‘oh’ as marker of information management, ‘well’ as marker of response, ‘and’, ‘but’ and ‘or’ as discourse connectives, ‘so’ and ‘because’ as marker of cause and result, ‘now’ and ‘then’ as markers of discourse time, and ‘you know’ and ‘I mean’ as information?participation. The selected written and spoken discourses are analyzed according to the criteria. In chapter four, the discourse markers mentioned in chapter three are analyzed in some authentic materials. As a spoken discourse, a movie, [Kung Fu Panda 1] is used. As written discourses, some extract from [50 Successful Harvard Application Essay] and [High School English 1]. The results are as follows. First, discourse markers are shown more frequently in spoken discourse than in written discourse because of one of their characteristics ,co-occurrence. In addition, they help the connection between discourses by being placed at the beginning. Second, discourse markers such as ‘oh’, ‘well’, ‘and’, ‘but’, ‘so’, ‘because’, ‘now’, ‘then’, ‘you know’ and ‘I mean’ are all used in the spoken discourse material, [Kung Fu Panda 1]. This result is related to the characteristics of the spoken language. Third, discourse markers such as ‘and’, ‘but’, ‘so’, ‘because’, ‘how’ and ‘then’ are showed only in the written discourses. Surprisingly, discourse markers such as ‘for example’, ‘however’, ‘In addition’, ‘moreover’, on the other hands’, ‘therefore’ which aren’t found often in the spoken discourse materials are used quite often in the written discourse material. These results have relevance to the characteristics of the written language. According to this study, teachers should have expertise on discourse markers to help students understand and use them for their better communication in English. The findings of this study have some limitations because the analysis is based on the limited data.
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