The Use And Teaching Of Discourse Markers In Hong Kong

This dissertation, "Additive, Adversative and Causal Discourse Markers: Their Use, Abuse and Remediation in the Writing of Trainee Teachers of English" by Prudence Margaret, Holmes, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3862656 Subjects: Cohesion (Linguistics) Student teachers - China - Hong Kong - Language English language - Composition and exercises - Study and teaching (Higher) - China - Hong Kong Discourse analysis English language - Composition and exercises - Study and teaching Student teachers - Language

Language is a complex system that transfers ideas, feelings, experiences, beliefs, and cultures to others. One of the interactional resources that are utilised to make this transmission more coherent and effective is Discourse Markers (DMs). This monograph analyses these markers in doctoral supervisions but uses a multimodal approach to provide a deeper understanding of these DMs and uncovers potential hidden meanings that would escape a purely verbal analysis. Using a dataset consisting of a corpus of video-recorded doctoral supervision meetings, this book provides an innovative and cutting-edge approach to the analysis of DMs and sheds new light on the complexity and dynamicity of naturally occurring discourse where meaning-making rests on a close coordination of both verbal and embodied conducts. The book makes very useful reading for scholars in the fields of discourse markers, conversation analysis, corpus linguistics and multimodality. It could collaterally be appealing to anyone simply interested in the study of human communication.

When Geert Hofstede famously defined culture as collective programming of the mind, the definition broadly referred to culture as such, including all the layers in his “onion” model. The title of this volume, Culture’s Software, represents a development of this original idea and was inspired by none other than Professor Hofstede himself. He used this phrase over thirty years later when lecturing to an international group of scholars gathered in Poland to debate the idea of cultural communication styles, which has, in recent years, been fruitfully discussed from a fresh perspective by scholars working within cognitive and cultural linguistics. The debate has given rise to this book, which will inspire further research into this fascinating subject.

The Yearbook of Corpus Linguistics and Pragmatics addresses the interface between the two disciplines and offers a platform to scholars who combine both methodologies to present rigorous and interdisciplinary findings about language in real use. Corpus linguistics and Pragmatics have traditionally represented two paths of scientific thought, parallel but often mutually exclusive and excluding. Corpus Linguistics can offer a meticulous methodology based on mathematics and statistics, while Pragmatics is characterized by its effort in the interpretation of intended meaning in real language. This series will give readers insight into how pragmatics can be used to explain real corpus data and also, how corpora can illustrate pragmatic intuitions. The present volume, Yearbook of Corpus Linguistics and Pragmatics 2014: New Empirical and Theoretical Paradigms in Corpus Pragmatics, proposes innovative research models in the liaison between pragmatics and corpus linguistics to explain language in current cultural and social contexts.

Teaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT). Featuring 70 chapters written by an international range of researchers and practitioners, this book: • provides readers with clear, tested examples of corpus-based/driven lesson plans; • contains activities relevant to English for general purposes and English for specific purposes; • caters for the needs of English language teachers working with learners at different proficiency levels; • features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson. This book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate/Master’s courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).

Discourse in English Language Education is designed to introduce students to the major concepts and issues in discourse analysis and its applications to language education, drawing on the key research from a range of approaches. This will be essential reading for upper undergraduates and postgraduates with interests in applied linguistics, TESOL and mother tongue language education.

Approaches to Specialized Genres provides a timely update of the field of genre studies, with 14 cutting-edge contributions split into five sections using and integrating an exceptionally wide variety of methods and perspectives (such as ESP genre research, corpus linguistics, systemic functional linguistics, ethnographic and multimodal research) to analyse genres in written, spoken, visual and auditory modes across a multiplicity of pedagogic, professional and digital settings. It highlights and illustrates the growing trend of a multiperspective and inter-theoretic approach to genre studies and demonstrates how such methodological rigour can extend our knowledge of language, in general, and genres, in particular. It also examines a rich variety of underexplored genres such as the digital genre of synchronous videoconferencing, instructional slides, video ads, engineers’ training log book entries, the narrative story genres, fundraising letters and retraction notices. It demonstrates not only the prominent value of genre research, but wide applications of genre knowledge in various educational and professional domains. The book brings together experts spreading across the world, including countries in South-East Asia, Europe, America, West Africa and South America. Accordingly, it will appeal to readers of diversified socio-cultural backgrounds working in all the aforementioned inter-related fields of applied linguistics and communication studies.

This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for modules on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.

For the last 400 years, since the birth of the Stuart Dynasty in England with James VI in the early 17th century, when the contraction of negative forms of the English sentence began in earnest, (canonical) tag questions have been a great fascination to many users of English. Within the last sixty years, beginning with the birth of the generative paradigm, tag questions have equally been of particular interest to many scholars of linguistics from a variety of perspectives, especially those concerned with the syntax-semantics and socio-pragmatics of the English sentence. With the spread of English to other countries and the emergence of new Englishes in the post-colonial context of the non-native varieties spoken in former British colonies, it is particularly interesting to see how and why tag questions have evolved over time in daily usage in both form and function in different English speech communities around the world. The essays gathered here focus on this evolutionary trend of English tag questions, with special attention on the exoticisms that characterize current usage.