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Lyrigkou, Christina
(2021).
Abstract
The employment of discourse markers (DMs), such as well, so, you know, I mean, is considered an integral part of spoken discourse. Among their various functions in discourse, DMs are used to manage the conversation by creating coherence and establishing social rapport between speaker and hearer. However, little is known regarding the ways in which the DM use of learners of English as a foreign language (EFL) is shaped by individual and contextual factors over time in the EFL context. Although research has looked into the factors of proficiency and formal instruction, the role of informal second language learning (ISLL) and learner motivation, have not been sufficiently addressed. Situated within the Complex Dynamic Systems Theory, this thesis reports on the findings of a longitudinal study which tracked the spoken DM use of 52 Greek adolescent learners of English at four time-points over five months. Speaking activities, lesson recordings, questionnaires and semi-structured interviews were employed iteratively to gain insight into the interaction of various individual and contextual factors with learner spoken DM use as well as exploring learner variation over time. Statistical analysis (Generalized Linear Mixed-effects Modelling) and thematic qualitative text analysis, employed both at group and individual level, revealed the determining role of leisure-oriented ISLL in broad and frequent use of markers signalling textual, interpersonal, and textual-interpersonal functions. This study makes important contributions to the fields of ISLL and interlanguage pragmatics which can inform future learner and teacher practices and help critically evaluate the current role of formal education on EFL learners’ DM use.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
