지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This paper attempts to account for the seemingly overuse of so in
Korean EFL learners' spoken English from a discourse-pragmatic
perspective. The data used includes group discussions among the college
students. The functions of the discourse marker so are divided into those
working at the textual level and those working at the interactional level.
The total of 34 tokens were identified and their functions were categorized
into the following:(i)expressing result/consequence,
(ii) summarizing/rewording/elaborating (iii)marking discourse boundary
or signalling the initiation/shift/closing of the topic and (iv)prefacing
speech acts such as request or question or announcing who has the turn.
The first three functions work at the textual domain, signalling relationship
between clauses while the last function works at the interactional/
interpersonal domain, marking the speaker's attitude and emotions. It is
noted that the textual and interpersonal domains are not mutually
exclusive. As such, so as a resumptive marker also functions as
topic-switcher, boundary marker, action-prompter and turn-transitional
marker.
The ubiquitousness of so seems to be accounted for in terms of the
learners' strategy; the token so possibly serves as a self-presentational
strategy. The nonnative speaker presents an image to the recipient as one
who claims that his utterances are coherently connected to each other.Since the nonnative speaker with limited command of English may feel the
greater pressure to appear coherent and to successfully manage the
interactional floor, the token so may provide one sort of means by which
to do so.
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