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Discourse Marker So: a Comparison Between English Language Learners and English- Dominant Speakers

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Discourse Marker So: a Comparison Between English Language Learners and English- Dominant Speakers DISCOURSE MARKER SO: A COMPARISON BETWEEN ENGLISH LANGUAGE LEARNERS AND ENGLISH- DOMINANT SPEAKERS by Jessica Jiwou Lim A thesis submitted in conformity with the requirements for the degree of Master of Arts Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Jessica Jiwou Lim 2016 Discourse marker so: A comparison between English language learners and English-dominant speakers Jessica Jiwou Lim Master of Arts Department of Curriculum, Teaching and Learning University of Toronto 2016 Abstract This thesis investigates how English language learners (ELLs) use the discourse marker so, in comparison to (Canadian) English-dominant speakers (EDSs). The data were collected from audio recordings of 20 one-on-one sessions with ten EDSs, five Korean ELLs, and five Japanese ELLs. Overall, the ELLs employed so in a very similar fashion to the EDSs. The results, however, revealed a notable anomaly in the use of one of so’s functions in the ELL data. Overall, the ELLs were found to employ Move so more frequently in comparison to the EDSs. Moreover, an examination of a related Korean and Japanese discourse marker demonstrated the role of L1 transfer in the acquisition of an L2. It was also discovered that greater English-learning experience abroad and self-declared awareness of some of so’s functions did not necessarily result in the learners using the discourse marker in a similar manner to the EDSs in the study. ii Acknowledgments I would like to express my sincerest gratitude to all those who have made it possible for me to complete this research project. This has been an incredible and unforgettable journey that I will forever cherish. I wish to express my heartfelt gratitude to my supervisor, Dr. Julie Kerekes, and my committee member, Dr. Katherine Rehner, for their ongoing guidance and support. Their constructive and insightful comments were tremendously helpful, and for that I am deeply grateful. I would also like to extend my appreciation to my friends who have graciously agreed to participate in my study. And to my family, thank you for your constant love and invaluable support. I truly could not have done it without you. iii Table of Contents Abstract ........................................................................................................................................... ii Acknowledgments .......................................................................................................................... iii Table of Contents ........................................................................................................................... iv List of Tables ................................................................................................................................ vii List of Appendices ....................................................................................................................... viii Chapter 1 Introduction .................................................................................................................... 1 Chapter 2 Discourse Markers .......................................................................................................... 3 2.1 Defining Discourse Markers ............................................................................................... 3 2.2 Past Studies of So’s Functions ............................................................................................ 5 2.3 Past Studies of ELLs’ Use of DMs ..................................................................................... 7 2.4 Past Studies of DM Acquisition by L2 Learners .............................................................. 11 2.5 The Present Study ............................................................................................................. 12 Chapter 3 Methodology ................................................................................................................ 14 3.1 Functions of So in This Study ........................................................................................... 14 3.1.1 Non-discursive functions of so. ............................................................................ 14 3.1.2 Discursive functions of so. .................................................................................... 15 3.1.2.1 Spectrum of so's Functional Categories. ............................................... 15 3.2 Participants ........................................................................................................................ 18 3.3 Data Collection ................................................................................................................. 19 3.4 Data Analysis .................................................................................................................... 20 Chapter 4 Results .......................................................................................................................... 22 4.1 Main Topic So ................................................................................................................... 22 4.1.1 New topic. ............................................................................................................. 25 4.1.1.1 EDS analysis: New topic. ....................................................................... 25 iv 4.1.1.2 ELL analysis: New topic. ...................................................................... .27 4.1.1.3 Introducing subtopic. ............................................................................. 28 4.1.2 Main topic continuation. ....................................................................................... 31 4.1.2.1 EDS analysis: Then/So then. .................................................................. 31 4.1.2.2 ELL analysis: Then/So then. .................................................................. 34 4.1.2.3 EDS analysis: Elaboration. ................................................................... 35 4.1.2.4 ELL analysis: Elaboration. .................................................................... 41 4.1.3 Return to main topic. ............................................................................................. 42 4.1.3.1 Analysis: Return so. ............................................................................... 43 4.1.4 Main topic so: Recapitulation. .............................................................................. 47 4.2 Summary and Restatement/Rewording So ........................................................................ 47 4.2.1 Summary so. ......................................................................................................... 48 4.2.2 Restatement/Rewording so. .................................................................................. 51 4.2.3 Summary and Restatement/Rewording so: Recapitulation. ................................. 52 4.3 Speech Act Marker So ...................................................................................................... 53 4.3.1 Speech Act Marker: Opinion. ............................................................................... 53 4.3.2 Speech Act Marker: Question/Request. ................................................................ 59 4.3.2.1 Question/Request: EDS/ELL. ................................................................. 59 4.3.2.2 Question/Request: Interviewer. .............................................................. 61 4.3.3 Speech Act Marker so: Recapitulation. ................................................................ 64 4.4 Reason/Result So .............................................................................................................. 64 4.4.1 Analysis: Reason/Result so. .................................................................................. 65 4.4.2 Reason/Result so: Recapitulation. ........................................................................ 67 4.5 Elliptical So ....................................................................................................................... 67 4.5.1 Elliptical so: Turn-final position. .......................................................................... 68 4.5.2 Elliptical so: Turn-medial position. ...................................................................... 70 v 4.5.3 Elliptical so: Stand-alone position. ....................................................................... 73 4.5.4 Elliptical so: Recapitulation. ................................................................................. 77 4.6 Move So ............................................................................................................................ 78 4.6.1 EDS analysis: Move so. ........................................................................................ 79 4.6.2 ELL analysis: Move so. ........................................................................................ 80 4.6.3 Move so: Recapitulation. ...................................................................................... 86 4.7 So, Kulenikka, and Dakara ............................................................................................... 86 4.7.1 Kulenikka. ............................................................................................................. 87 4.7.2 Dakara. ................................................................................................................. 94 4.8 Discourse
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