Expressing digression linguistically: Do digressive markers exist?

Bordería, Salvador Pons; Arguedas, María Estellés

doi:10.1016/j.pragma.2008.08.011

Cited by 30 publications

(9 citation statements)

References 6 publications

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“…Une autre piste de réflexion à prendre en compte dans la suite est le fait que les relations de justification et de digression sont très différentes. Les marqueurs de digression, à supposer qu'ils existent (ce que contestent Pons Bordería et Estellés Arguedas 2009), n'ont en réalité pas grand-chose à voir avec les connecteurs, notamment ceux qui revêtent une valeur de justification. Fraser (2009) les range, au sein de la vaste famille des marqueurs pragmatiques, dans une autre catégorie que les marqueurs de discours, qui regroupent l'ensemble des connecteurs.…”

Section: Resultsunclassified

Ailleurs, d'ailleurs, par ailleurs :De l'espace à l'humain, de l'humain au discours

Fagard

Charolles

2018

French Language Studies

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RÉSUMÉNous décrivons dans cet article l’évolution des formes adverbiales ailleurs, d'ailleurs et par ailleurs de l'ancien français au français moderne. A l'aide d'une étude sur un large corpus diachronique, portant sur des occurrences tirées des bases de données BFM, DMF et Frantext, et combinant une approche qualitative et une approche quantitative, nous montrons l’évolution sémantique de l'adverbe ailleurs du concret à l'abstrait, et l’émergence successive de deux locutions adverbiales, d'ailleurs en français classique et par ailleurs en français moderne. Plus précisément, nous montrons que d'ailleurs puis par ailleurs, une fois lexicalisés, se grammaticalisent en marqueurs de discours, signalant un changement de topique de discours, avec des emplois proches mais distincts.

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Section: Resultsunclassified

Ailleurs, d'ailleurs, par ailleurs :De l'espace à l'humain, de l'humain au discours

Fagard

Charolles

2018

French Language Studies

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“…Regarding opening and closing markers such as alright, now, ok, so, to conclude, and well function to open and close turns and topics of discourse (Cuenca, 2008;Fraser, 1999;Hyland, 2005). Topic shift or digression markers are used to shift topics: For example, items such as anyway, or, whatever, so, regarding, well, and then can function in this way and are used to shift the conversation either away from or back to a discourse topic (Buysse, 2012;Fung & Carter, 2007;González, 2005;Pons Bordería & Estellés Arguedas, 2009). Items such as then, well, next, firstly, in the end, and after are used to present a sequence of events or mark temporal value (González, 2005).…”

Section: Summary or Concluding Markersmentioning

confidence: 99%

A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners

Ament

Parés

Pérez-Vidal

2020

Journal of Pragmatics

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This study aims at describing and comparing the distribution of pragmatic marker (PM) use by English as a Foreign Language (EFL) speakers and English native speakers (NSs). To do this, the effect of increased contact with English, via English-medium instruction (EMI), on the use of textual PMs in learner's oral communication was explored. A functional-pragmatic approach was taken to the analysis of PMs. Textual PMs were examined due to the high frequency of these markers in the EMI setting. Participants were second-year (N=23), and third-year (N=18) business undergraduates, and a NS control group (N=10). Data were collected through two oral tasks. Results indicate that the groups used PMs for causal, contrast and sequential functions at similar frequencies, and that the NSs used PMs significantly more often for continuation and elaboration functions and significantly less opening and closing functions compared to the EMI groups. The results suggest that EMI might facilitate the acquisition of some functions of PMs such as the use of causal, contrast, sequential and topic shift/digression markers whereas other PMs, such as elaboration markers, may take longer to acquire. Participation in a variety of contexts and explicit instruction might aid a more balanced use of textual PMs.

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“…Next, opening or closing of discourse markers are items such as alright, now, ok, so, to conclude, and well (Fraser 1999;Cuenca 2008). Then, there are topic shift or digression markers which are used to shift topics and include items such as anyway, or, whatever, so, regarding, well, and then (Buysse 2012;Pons Bordería and Estellés Arguedas 2009). Following this there are items such as then, well, next, firstly, in the end, and after which are used to present a sequence of events or mark temporal value (González 2005) and are known as sequence markers.…”

Section: Pragmatic Marker Functions and Role In Communicative Competencementioning

confidence: 99%

The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

Ament

Vidal

Parés

2022

PRAG

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This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33 semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of textual PMs compared to the NSs.

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Expressing digression linguistically: Do digressive markers exist?

Cited by 30 publications

References 6 publications

Ailleurs, d'ailleurs, par ailleurs :De l'espace à l'humain, de l'humain au discours

Ailleurs, d'ailleurs, par ailleurs :De l'espace à l'humain, de l'humain au discours

A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners

The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

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