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Studies of Colloquial Discourse Markers in Friends from Perspective of Relevance Theory

Author: GuoShuaiKe
Tutor: YuQianHua
School: Huazhong University of Science and Technology
Course: Subject Teaching
Keywords: CDMs Relevance Theory you know pragmatic function
CLC: H313
Type: Master's thesis
Year: 2011
Downloads: 9
Quote: 0
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As the international communication is becoming increasingly frequent nowadays, oral communication has received more and more attentions from language scholars, especially, a language phenomenon---colloquial discourse marker frequently occurring in daily conversations, like well, oh, you know, I mean. However, this language phenomenon is always ignored by language learners, especially Chinese English learners. As a matter of fact, applying colloquial discourse markers appropriately is helpful in improving learners’language fluency and smoothing their oral communications as well. CDM might be considered as a kind of lubricant for oral communications.Friends is a famous American soap, which is welcomed by Chinese language learners. In this soap, the use of CDMs is quite particular. Based on the scripts from Season one of Friends, a corpus is built by the current author so as to analyze the distribution characteristics of CDMs( like frequency and types of colloquial discourse markers and blank fillers)used by English native speakers. Besides, the pragmatic functions of CDMs are to be observed based on the analysis of you know in a specific situations from the relevance-theoretical perspective. The results show that the frequency of CDMs used by native speakers is about 0.718% with a variety of CDMs(31). What’s more, the results also show that native speakers tend to use single word CDMs rather than two word CDMs in their daily conversation. The two word CDMs you know in communication is multi-functional on utterance understanding and generation within concrete contexts. This thesis aims to describe a picture of how native speakers take advantage of CDMs in daily conversation and provide a reference for our oral English teaching.

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CLC: > Language, writing > FOREIGN > English > Semantics,vocabulary,semantic
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