By Siepmann Dirk
This publication bargains a corpus-based comparative examine of a virtually fullyyt unexplored set of multi-word lexical goods serving pragmatic or text-structuring services. half One offers a descriptive account of multi-word discourse markers in written English, French and German, focussing on dicussion of interlingual equivalence. half examines using multi-word markers through non-native audio system of English and discusses lexicographical and pedagogical implications.
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Additional resources for Discourse Markers Across Languages: A Contrastive Study of Second-level Discourse Markers in Native and Non-native Text With Implications for General and Pedagogic Lexicography
The foregoing implies that the equivalence of source and target-language multi-word markers can only be established on the basis of functional similarities in their contextual uses, and will usually be subject to certain constraints. For the purposes of the present study, therefore, equivalence can be defined as follows: Equivalence is said to obtain between a source-language item A and a target-language item B if and only if A performs a function in source-language contexts which is identical with, or similar to, the function assumed by B in target-language contexts.
So far the emphasis has been firmly on oral discourse, as reflected in the following dictionary definitions: Special attention has been focused on discourse markers—sequentially dependent elements which demarcate units of speech, such as oh, well and I mean. (Crystal 1997:118–119) A word or phrase which helps to signal the direction in which language, particularly in a conversation, is going. g. ) but also (b) words outside the main syntax, such as oh, well, you see, I mean, etc. Words and phrases in this second group are sometimes labelled FILLERS or pragmatic particles.
To get our discussion on a concrete footing, let us consider a French linguistics text illustrating the use of such markers in academic discourse: Si, en l’état de nos connaissances, il est difficile d’envisager un enseignement directif et systématique de la compétence linguistique, cette constatation est encore plus frappante pour la compétence discursive. Même s’il existe une longue tradition de réflexion sur le discours dans le cadre de la rhétorique, l’étude systématique des structures du discours a commencé seulement dans les années soixante-dix.