Discourse markers in local and native English teachers’ talk in Hong Kong EFL classroom interaction: A corpus-based study

Rongrong DING, Lixun WANG

Research output: Contribution to journalArticle

Abstract

In EFL classroom interaction, discourse markers play a crucial role. This article investigates the use and functions of discourse markers (DMs) in native and local English teachers’ talk in Hong Kong EFL classroom interaction. The 20 most common DMs are examined in this study, and 24 English lessons in the Corpus of English Language Teaching (CELT) developed at the Hong Kong Institute of Education are explored. A comparative study of the use of DMs by local and native English teachers in Hong Kong schools was carried out, and the similarities and differences in DM use are discussed. The findings suggest that there are some similarities but also distinctive differences between the two groups of teachers’ use of DMs. Possible reasons for such differences are explored. The pedagogical implications of the study are discussed at the end of the article. Copyright © 2015 Center for Promoting Ideas, USA.
Original languageEnglish
Pages (from-to)65-75
JournalInternational Journal of Language & Linguistics
Volume2
Issue number5
Publication statusPublished - 2015

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Hong Kong
classroom
discourse
teacher
interaction
English language
Teaching
school
education
Group

Citation

Ding, R., & Wang, L. (2015). Discourse markers in local and native English teachers’ talk in Hong Kong EFL classroom interaction: A corpus-based study. International Journal of Language & Linguistics, 2(5), 65-75.

Keywords

  • Discourse markers
  • Spoken discourse analysis
  • Corpus
  • EFL classroom interaction
  • Teacher talk