Title: Causal and contrastive discourse markers in novice academic writing
Source document: Brno studies in English. 2012, vol. 38, iss. 2, pp. [131]-148
Extent
[131]-148
-
ISSN0524-6881 (print)1805-0867 (online)
Persistent identifier (DOI): https://doi.org/10.5817/BSE2012-2-8
Stable URL (handle): https://hdl.handle.net/11222.digilib/126947
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Causal and contrastive relations between adjacent or more distant segments of discourse play an important role in expressing coherence relations (Taboada 2006) in academic discourse including discourse written by university students of English. By overtly signalling how the writer intends the discourse segment that follows to relate to the previous segment(s), discourse markers (DMs), in particular those expressing causal and contrastive relations, contribute to cohesion and enhance the establishment and maintenance of coherence in academic written discourse. While analysing a corpus of Master's theses written by non-native novice writers the author attempts to find out which DMs Czech students of English use when expressing causal and contrastive relations, whether they are able to use selected DMs correctly and, in addition, whether there are any differences in the preferences of students that accord with the fields of study – linguistics, literature and culture, and methodology – in which the Master's theses are written.
References
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[24] Povolná, Renata (2010) Interactive Discourse Markers in Spoken English. Brno: Masaryk University.
[25] Povolná, Renata (2008) 'Why Are There So Many Labels for Discourse Markers?' Discourse and Interaction 1 (1), 115–124.
[26] Seidlhofer, Barbara and Henry G. Widdowson (1999) 'Coherence in Summary: The Contexts of Appropriate Discourse'. In: Bublitz, Wolfram, Uta Lenk, and Eija Ventola (eds.) Coherence in Spoken and Written Discourse. How to Create it and How to Describe it. Amsterdam/Philadelphia: John Benjamins, 205–219.
[27] Schiffrin, Deborah (1987) Discourse Markers. Cambridge: Cambridge University Press.
[28] Taboada, Maite (2006) 'Discourse Markers as Signals (or Not) of Rhetorical Relations'. Journal of Pragmatics 38 (4), 567–592. | DOI 10.1016/j.pragma.2005.09.010
[29] Tárnyiková, Jarmila (2007) Sentence Complexes in Text. Processing Strategies in English and in Czech. Olomouc: Palacký University.
[30] Vogel, Radek (2008) 'Sentence Linkers in Essays and Papers by Native vs. Non-Native Writers'. Discourse and Interaction 1 (2), 119–126.
[31] Wagner, Susanne (2011) 'Concessives and Contrastives in Student Writing: L1, L2 and Genre Differences'. In: Schmied, Josef (ed.) Academic Writing in Europe: Empirical Perspectives. REAL Studies 5. Göttingen: Cuvillier Verlag, 23–48.
[2] Bennett, Karen (2009) 'English Academic Style Manuals: A Survey'. Journal of English for Academic Purposes 8, 43–54. | DOI 10.1016/j.jeap.2008.12.003
[3] Biber, Douglas, Stig Johansson, Geoffrey Leech, Susan Conrad, and Edward Finegan (1999) Longman Grammar of Spoken and Written English. London: Longman.
[4] Bublitz, Wolfram (1999) 'Introduction: Views on Coherence'. In: Bublitz, Wolfram, Uta Lenk, and Eija Ventola (eds.) Coherence in Spoken and Written Discourse. Amsterdam: John Benjamins, 1–7.
[5] Bublitz, Wolfram (1988) Supportive Fellow-Speakers and Cooperative Conversations. Discourse Topics and Topical Actions. Participant Roles and 'Recipient' Action on a Particular Type of Everyday Conversation. Amsterdam/Philadelphia: John Benjamins.
[6] Chamonikolasová, Jana (2005) 'Comparing the structures of academic texts written in English and Czech'. In: Huttová, Maria et al (eds.) Slovak Studies in English 1. Bratislava: Comenius University, 77–84.
[7] Dontcheva-Navratilova, Olga (2009) 'Evaluation in Non-Native Writer's Academic Discourse: Stance Devices'. In: Hanušová, Světlana a kol. Research in English Teacher Education. Brno: Masaryk University, 33–42.
[8] Dontcheva-Navratilova, Olga (2012) 'Lexical Bundles in Non-Native Speakers' Academic Texts'. Brno Studies in English. The present issue. | DOI 10.5817/BSE2012-2-3
[9] Dontcheva-Navratilova, Olga (2007) 'On Coherence in Written Discourse'. In: Schmied, Josef, Christoph Haase, and Renata Povolná (eds.) Complexity and Coherence. Approaches to Linguistics Research and Language Teaching. REAL Studies 3. Göttingen: Cuvillier Verlag, 127–145.
[10] Dušková, Libuše, Zdenka Strnadová, Dagmar Knittlová, Jaroslav Peprník, and Jarmila Tárnyiková (1988) Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia.
[11] Firbas, Jan (1992) Functional Sentence Perspective in Written and Spoken Communication. Cambridge: Cambridge University Press.
[12] Flowerdew, Lynne (2004) 'The Argument for Using English Specialized Corpora to Understand Academic and Professional Language.' In: Connor, Ulla and Thomas Upton (eds.) Discourse in the Professions. Amsterdam/Philadelphia: John Benjamins, 11–33.
[13] Fowler, Roger (1986) Linguistic Criticism. Oxford: Oxford University Press.
[14] Fraser, Bruce (1990) 'An Approach to Discourse Markers'. Journal of Pragmatics 14, 383–395. | DOI 10.1016/0378-2166(90)90096-V
[15] Fraser, Bruce (1999) 'What are Discourse Markers?' Journal of Pragmatics 31, 931–952. | DOI 10.1016/S0378-2166(98)00101-5
[16] Haberlandt, Karl (1982) 'Reader Expectations in Text Comprehension'. In: Le Ny, Jean-François and Walter Kintsch (eds.) Language and Comprehension. Amsterdam: North-Holland Publishing Company, 239–249.
[17] Halliday, Michael A. K. and Ruqaiya Hasan (1989) Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. 2nd ed. Oxford: Oxford University Press.
[18] Hoey, Michael (2001) Textual Interaction. An Introduction to Written Discourse Analysis. London and New York: Routledge.
[19] Huddleston, Rodney and Geoffrey K. Pullum (2002) The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
[20] Kortmann, Bernd (1991) Free Adjuncts and Absolutes in English. London: Routledge.
[21] Miššíková, Gabriela (2005) 'Background Knowledge in Interpretation of Discourse.' In: Povolná, Renata and Olga Dontcheva-Navratilova (eds.) Discourse and Interaction 1. Brno Seminar on Linguistic Studies in English: Proceedings. Sborník prací Pedagogické fakulty Masarykovy univerzity v Brně. Vol. 187. Brno: Masaryk University, 85–97.
[22] Povolná, Renata (2007) 'Aspects of Coherence in Spoken Discourse'. In: Schmied, Josef, Christoph Haase, and Renata Povolná (eds.) Complexity and Coherence: Approaches to Linguistic Research and Language Teaching. REAL Studies 3. Göttingen: Cuvillier Verlag, 107–125.
[23] Povolná, Renata (2009) 'Exploring Interactive Discourse Markers in Academic Spoken Discourse'. In: Dontcheva-Navratilova, Olga and Renata Povolná (eds.) Coherence and Cohesion in Spoken and Written Discourse. Newcastle: Cambridge Scholars Publishing, 60–80.
[24] Povolná, Renata (2010) Interactive Discourse Markers in Spoken English. Brno: Masaryk University.
[25] Povolná, Renata (2008) 'Why Are There So Many Labels for Discourse Markers?' Discourse and Interaction 1 (1), 115–124.
[26] Seidlhofer, Barbara and Henry G. Widdowson (1999) 'Coherence in Summary: The Contexts of Appropriate Discourse'. In: Bublitz, Wolfram, Uta Lenk, and Eija Ventola (eds.) Coherence in Spoken and Written Discourse. How to Create it and How to Describe it. Amsterdam/Philadelphia: John Benjamins, 205–219.
[27] Schiffrin, Deborah (1987) Discourse Markers. Cambridge: Cambridge University Press.
[28] Taboada, Maite (2006) 'Discourse Markers as Signals (or Not) of Rhetorical Relations'. Journal of Pragmatics 38 (4), 567–592. | DOI 10.1016/j.pragma.2005.09.010
[29] Tárnyiková, Jarmila (2007) Sentence Complexes in Text. Processing Strategies in English and in Czech. Olomouc: Palacký University.
[30] Vogel, Radek (2008) 'Sentence Linkers in Essays and Papers by Native vs. Non-Native Writers'. Discourse and Interaction 1 (2), 119–126.
[31] Wagner, Susanne (2011) 'Concessives and Contrastives in Student Writing: L1, L2 and Genre Differences'. In: Schmied, Josef (ed.) Academic Writing in Europe: Empirical Perspectives. REAL Studies 5. Göttingen: Cuvillier Verlag, 23–48.