<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.</p></abstract>

This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Western Norway University of Applied Sciences

Prague Journal of English Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a...

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Publié en ligne: 02 oct. 2020

Pages: 197 - 229

DOI: https://doi.org/10.2478/pjes-2020-0009

Mots clés
Academic writing, computer-assisted study, discourse markers (DMs), English as a Foreign Language (EFL)

© 2020 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Publié en ligne: 02 oct. 2020

Pages: 197 - 229

DOI: https://doi.org/10.2478/pjes-2020-0009

Mots clésAcademic writing, computer-assisted study, discourse markers (DMs), English as a Foreign Language (EFL)

© 2020 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
Academic writing, computer-assisted study, discourse markers (DMs), English as a Foreign Language (EFL)