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An analysis of discourse markers and...

Yuhas, Brandon J.

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An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing./
Author:	Yuhas, Brandon J.
Description:	141 p.
Notes:	Source: Masters Abstracts International, Volume: 52-02.
Contained By:	Masters Abstracts International52-02(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1544896
ISBN:	9781303363146

An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing.
Yuhas, Brandon J.

An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing. - 141 p.

Source: Masters Abstracts International, Volume: 52-02.

Thesis (M.A.)--Colorado State University, 2013.

This study analyzes the use of two types of cohesive device, discourse markers (Fraser, 2005) and discourse labels (Francis, 1994), in the academic arguments of native-speaking (L1) Chinese English as a second language (ESL) first-year composition (FYC) students. Discourse markers (DMs) are lexical expressions which signal that a semantic relationship of elaboration, contrast, inference, or temporality holds between adjacent discourse segments. Discourse labels are a type of nominal group lexical cohesion which makes use of unspecific abstract nouns to label and organize stretches of discourse. Using a qualitative text analysis, the use of these cohesive devices is examined in each case in terms of the discourse requirements of the text in question. An analysis of native speaker (NS) writing is used for comparative purposes to determine possible gaps between these two groups of student writers in the ability to use these devices to construct cohesive texts, as well as to determine potential similarities and/or differences in instructional foci for these two groups of student writers. The result of this study suggests that these ESL student writers do not tend to have problems using DMs or retrospective labels, but that they do tend to underuse advance discourse labels in their writing. Underuse of advance labels was not found to be a problem in the NS arguments analyzed. These results indicate that a knowledge gap does in fact exist between these non-native speakers (NNSs) and NSs with regard to the tools available to them in English for constructing cohesive academic texts. Annotated examples from the samples analyzed and specific teaching suggestions are provided to help FYC instructors address this knowledge gap.

ISBN: 9781303363146Subjects--Topical Terms:

1030294
Education, English as a Second Language.

An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing.
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100 1 $a Yuhas, Brandon J. $3 2099304
245 1 3 $a An analysis of discourse markers and discourse labels as cohesive devices in ESL student writing.
300 $a 141 p.
500 $a Source: Masters Abstracts International, Volume: 52-02.
500 $a Adviser: Gerald Delahunty.
502 $a Thesis (M.A.)--Colorado State University, 2013.
520 $a This study analyzes the use of two types of cohesive device, discourse markers (Fraser, 2005) and discourse labels (Francis, 1994), in the academic arguments of native-speaking (L1) Chinese English as a second language (ESL) first-year composition (FYC) students. Discourse markers (DMs) are lexical expressions which signal that a semantic relationship of elaboration, contrast, inference, or temporality holds between adjacent discourse segments. Discourse labels are a type of nominal group lexical cohesion which makes use of unspecific abstract nouns to label and organize stretches of discourse. Using a qualitative text analysis, the use of these cohesive devices is examined in each case in terms of the discourse requirements of the text in question. An analysis of native speaker (NS) writing is used for comparative purposes to determine possible gaps between these two groups of student writers in the ability to use these devices to construct cohesive texts, as well as to determine potential similarities and/or differences in instructional foci for these two groups of student writers. The result of this study suggests that these ESL student writers do not tend to have problems using DMs or retrospective labels, but that they do tend to underuse advance discourse labels in their writing. Underuse of advance labels was not found to be a problem in the NS arguments analyzed. These results indicate that a knowledge gap does in fact exist between these non-native speakers (NNSs) and NSs with regard to the tools available to them in English for constructing cohesive academic texts. Annotated examples from the samples analyzed and specific teaching suggestions are provided to help FYC instructors address this knowledge gap.
590 $a School code: 0053.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Teacher Training. $3 783747
690 $a 0441
690 $a 0290
690 $a 0530
710 2 $a Colorado State University. $b English. $3 1685250
773 0 $t Masters Abstracts International $g 52-02(E).
790 $a 0053
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1544896