The author investigates a corpus of diploma theses written by students in their final year of study at the Department of English Language and Literature at the Faculty of Education, Masaryk University, Brno, with the aim of finding out whether the use of discourse markers expressing sequential relationships by non-native speakers of English differs from the writing habits of experienced native users of English as presented, for example, in Biber et al. (1999). The aim of the study is not only to describe the ways novice writers use selected discourse markers in academic discourse but also to show differences in the preferences of diploma-thesis writers by field of study–linguistics, literature and ELT methodology. The appropriate knowledge and use of discourse markers, including those expressing sequential relationships and thus organizing discourse space, plays an important role in the achieving of communicative competence in the learning of any foreign language, in particular at advanced levels of learners’ knowledge such as university level.
Exploring Sequential Relationships in Learner Discourse (Chapter 16)
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177-188
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978-1-4438-2144-5 (vyhledej v knihovnách)
1-4438-2144-6 (vyhledej v knihovnách)
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Bibliografie:
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