The Effect of Substituting Discourse Markers on Their Role in Dialogue

Groen, Martin; Noyes, Jan; Verstraten, Frans A. J.

doi:10.1080/01638530903223372

Cited by 7 publications

(12 citation statements)

References 23 publications

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“…function (Blakemore, 2002;Groen et al, 2010). As such, the pattern for well should have been similar to the pattern for the unmarked posts, and it was.…”

Section: Discussionmentioning

confidence: 90%

“…Cohesive markers provide information about how to relate information before and after markers. For example, oh can be used in the environment of repairs to indicate that upcoming information is disjointed from prior information, and listeners' processing does indeed change Well is used to indicate that seemingly irrelevant subsequent information is actually relevant to the discourse (Blakemore, 2002), and well does affect listeners' and readers' interpretations of discourse (Groen, Noyes, & Verstraten, 2010). An example from written communication follows:…”

Section: Cohesive Markersmentioning

confidence: 99%

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Discourse markers in writing

Tree

2014

Discourse Studies

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Words like well, oh, and you know have long been observed and studied in spontaneous speech. With the proliferation of on-line dialogues, such as instant messaging between friends or back-and-forth postings at websites, there are increasing opportunities to observe them in spontaneous writing. In Experiment 1, the interpretation of discourse markers in on-line debates was compared to proposed functions of those markers identified in other settings. In Experiment 2, the use of discourse markers in spontaneous speech was compared to their uses in spontaneous writing. Results support the conclusion that although they vary in frequency in spoken versus written domains, discourse markers are used similarly across domains, but with particular communicative functions that make them non-interchangeable.

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“…function (Blakemore, 2002;Groen et al, 2010). As such, the pattern for well should have been similar to the pattern for the unmarked posts, and it was.…”

Section: Discussionmentioning

confidence: 90%

Section: Cohesive Markersmentioning

confidence: 99%

Discourse markers in writing

Tree

2014

Discourse Studies

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“…Groen, Noyes and Verstraten (2010) presented English-speaking college students with excerpts of telephone conversations, and asked them to identify the excerpts that they believed indicated that speakers' goals were being achieved. These conversations involved markers such as 'so', 'well' and 'but'.…”

Section: Discourse Markersmentioning

confidence: 99%

Studies on the establishment of connections among spoken statements: what can they contribute to the promotion of students' construction of a coherent discourse representation?

Cevasco¹,

Broek²

2013

Psicol. educ.

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A B S T R A C TThe aim of this article is to provide an overview of how the establishment of discourse connections among spoken statements has been studied by approaches to discourse analysis and psycholinguistic studies, in order to highlight what variables appear to be important for understanding how comprehension of spoken discourse can be facilitated. The consideration of discourse analysis approaches allows us to think about the role of the establishment of discourse connections among speech acts in the classroom, the uses of contextualization cues by bilingual students, the identification of social and cultural notions in teachers' discourse, and the interactional effects of teachers' interventions. Preliminary psycholinguistic studies contribute to our understanding of the role of establishing causal connections and integrating adjacent statements through the presence of discourse markers in the comprehension of spoken discourse by college students. The results of these approaches and studies provide insight into students' comprehension of classroom discourse, and hold the potential for implications for instruction.El propósito de este artículo es realizar un recorrido a través de enfoques de análisis del discurso y estudios de psicolingüística que han investigado el establecimiento de conexiones entre enunciados hablados, a fin de destacar las variables que parecen ser centrales para facilitar la comprensión. La consideración de los enfoques del análisis del discurso nos permitirán pensar acerca del rol del establecimiento de conexiones entre actos del lenguaje en el aula, las funciones de las claves de contextualización, la identificación de las nociones sociales y culturales en el discurso de los profesores, los efectos de las intervenciones de los profesores en la interacción con los estudiantes. Los estudios preliminares de psicolingüística contribuirán a nuestra comprensión del rol del establecimiento de conexiones causales e integración de enunciados adyacentes a través de marcadores del discurso por parte de estudiantes universitarios. La consideración de estos enfoques y estudios nos ayudarán a pensar acerca de las contribuciones que sus propuestas y métodos pueden hacer al enriquecimiento de nuestro entendimiento de cómo los estudiantes comprenden el discurso producido durante las clases.

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“…Rule 3 is another example from this category and states that "when a conversation relevancy marker is spotted from person P then the screen of location L should display a close-up front shot on P". As relevancy markers we consider the words "so", "well" and "but", when they occur within the first four words of a turn shift as identified in [4].…”

Section: Desired Behaviourmentioning

confidence: 99%

Reasoning for video-mediated group communication

Falelakis

Kaiser

olfgang

et al. 2011

2011 IEEE International Conference on Multimedia and Expo

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In this paper we present an approach to the reasoning required to support multi-location, multi-camera group-to-group video communication, which we call orchestration. Orchestration is akin to virtual directing: it has to ensure that each location displays the most adequate shots from all the other available sources. Its input is low-level cues extracted automatically from the AV streams. They are processed to detect higher-level events that determine the state of the communication. Directorial decisions are then inferred, reflecting social communication as well as stylistic criteria. Finally, they are transformed into camera and editing commands, directly executable by the AV infrastructure. Here, we present the architecture of the Orchestrator and sketch our rule-based approach to reasoning.

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The Effect of Substituting Discourse Markers on Their Role in Dialogue

Cited by 7 publications

References 23 publications

Discourse markers in writing

Discourse markers in writing

Studies on the establishment of connections among spoken statements: what can they contribute to the promotion of students' construction of a coherent discourse representation?

Reasoning for video-mediated group communication

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