Discourse Markers in Oral Interaction by
Third-year ULIS Mainstream English Majors
Dấu Hiệu Diễn Ngôn trong Giao Tiếp Nói
của Sinh Viên Năm Thứ 3 Khoa Tiếng Anh,
ĐHNN, ĐHQGHN
Lê Thị Thu Huyền
University of Languages and International Studies
M.A. Thesis. English Linguistics; Mã số: 60 22 15
Supervisor : Assoc.Prof.Dr. Lê Hùng Tiến
Năm bảo vệ: 2012
Abstract. Never before has the term “pragmatic competence” been mentioned so
frequently in studies on second language learning and foreign language teaching.
One aspect of pragmatic competence is the use of discourse markers (DMs) in oral
communication. Despite being small words such as well, you know, I mean, like,
DMs are frequently utilized by native speakers and regarded as useful devices to
facilitate communication. This paper investigates the use of DMs by third-year
ULIS English majors in their interaction with the natives. Findings reveal that the
majority of Vietnamese participants have not paid adequate attention to using DMs
in spoken discourse. This leads to an urge in uncovering justifications for the
students’ low frequency of DMs from both the teachers’ and students’ perspectives.
The paper also proposes suggestions on the teaching and learning of DMs.
Keywords. Tiếng Anh; Giao tiếp; Kỹ năng nói; Diễn ngôn
Content.
TABLE OF CONTENTS
CONTENTS
PAGE
DECLARATION
i
ACKNOWLEDGEMENTS
ii
ABSTRACT
iii
iv
TABLE OF CONTENTS
LIST OF TABLES AND FIGURES
vii
LIST OF ABBREVIATIONS
viii
PART I: INTRODUCTION
1
1. Statement of the problems and rationale behind the study
1
2. Aims and objectives of the study
3
3. Scope of the study
4
4. Contribution of the study
5
5. Organization of the study
5
PART II: DEVELOPMENT
7
CHAPTER 1: LITERATURE REVIEW
7
1.1. Discourse markers (DMs)
7
1.1.1. Terminology
7
1.1.2. Characteristics of DMs
9
1.1.3. Selection of DMs in the present study
12
1.1.4. Main functions of four selected DMs
13
1.2. Previous studies on DMs
15
1.2.1. Related studies worldwide
15
1.2.2. Related studies in Vietnam
19
CHAPTER 2: METHODOLOGY
21
2.1. Participants
21
2.1.1. Third-year ULIS mainstream English majors
21
2.1.2. Teachers of English Speaking Skill
25
2.2. Data collection instruments
25
2.2.1. Interaction task
25
2.2.2. Questionnaires
26
2.2.3. Interviews
27
2.3. Data collection procedure
28
2.4. Data analysis methods and procedures
30
CHAPTER 3: RESULTS AND DISCUSSION
32
3.1. Most common DMs used by third-year ULIS mainstream English
majors in spoken interaction with native speakers of English
3.2. Specific discourse functions of DMs in spoken discourse
32
34
3.2.1. Well
34
3.2.2. You know
39
3.2.3. I mean
42
3.2.4. Like
43
3.3. Justifications for the low frequency of DMs in students’ spoken
discourse
CHAPTER 4: SOME PEDAGOGICAL IMPLICATIONS AND
SUGGESTED DMs TEACHING RESOURCES
4.1. Some pedagogical implications
4.1.1. Implications for learners of English
4.1.2. Implications for teachers of English and syllabus
designers
4.2. Suggested DMs teaching resources
47
52
52
52
55
57
4.2.1. Two explicit DM teaching frameworks
57
4.2.2. Some suggested activities for teaching oral DMs
60
PART III: CONCLUSION
65
1. Major findings of the study
65
2. Concluding remarks
66
3. Limitations of the current study
67
4. Suggestions for further research
68
REFERENCES
70
APPENDICES
I
Appendix 1
Topic and questions for the interaction
I
Appendix
Questionnaire for students
2A
Appendix
Questionnaire for teachers
2B
Appendix
Interview schedule for teachers
2C
II
IV
VI
Appendix 3
Excerpts in the student data
VII
Appendix 4
Transcription of the interview
XI
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