Thesis (Selection of subject)Thesis (Selection of subject)(version: 368)
Thesis details
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Use of discourse markers in the speech of advanced learners of English before and after a study stay in an English-speaking country
Thesis title in Czech: Užití diskurzních částic v řeči pokročilých studentů angličtiny před a po studijním pobytu v anglicky mluvící zemi
Thesis title in English: Use of discourse markers in the speech of advanced learners of English before and after a study stay in an English-speaking country
Key words: diskurzní částice|žákovský jazyk|studijní pobyt
English key words: discourse markers|study abroad|learner language
Academic year of topic announcement: 2019/2020
Thesis type: Bachelor's thesis
Thesis language: angličtina
Department: Department of the English Language and ELT Methodology (21-UAJD)
Supervisor: PhDr. Tomáš Gráf, Ph.D.
Author: hidden - assigned and confirmed by the Study Dept.
Date of registration: 25.09.2020
Date of assignment: 25.09.2020
Administrator's approval: not processed yet
Confirmed by Study dept. on: 30.09.2020
Date and time of defence: 07.09.2021 11:00
Date of electronic submission:30.04.2021
Date of proceeded defence: 07.09.2021
Submitted/finalized: committed by student and finalized
Opponents: Mgr. Iva Hubáčková
 
 
 
Guidelines
Cílem této bakalářské práce je zanalyzovat využívání vybraných diskurzních částic v mluveném jazyce pokročilých žáků angličtiny před a po studijním pobytu v anglicky mluvící zemi a zjistit, jestli dochází ke změně v jejich frekvenci užití. Praktická část práce je založena na analýze a komparaci transkripcí spontánní řeči pokročilých studentů angličtiny před a po studijním pobytu za použití metod korpusové lingvistiky. Výzkum bude proveden na vzorku z korpusu Czerasmus.
Tato práce je psána v anglickém jazyce.
References
Aijmer, K. (2001). “I think” as a marker of discourse style in argumentative Swedish student writing. In K. Aijmer & G. Kjellmer

Aijmer, K. (2011). Well I’m not sure I think… The use of well by non-native speakers. International Journal of Corpus Linguistics, 16(2), 231–254.

Baumgarten, N., & House, J. (2010). I think and I don’t know in English as lingua franca and native English discourse. Journal of Pragmatics, 42(5), 1184–1200.

Biber, Douglas, et al. (1999). Longman Grammar of Spoken and Written English. Harlow: Pearson Education Ltd.

Buysse, L. (2009b). So as a marker of elaboration in native and non-native speech. In S. Slembrouck, M. Taverniers, & M. Van Herreweghe (Eds.), From will to well. Studies in Linguistics offered to Anne-Marie Simon-Vandenbergen (pp. 79–91).

Buysse, L. (2010a). Discourse marker “so” in native and non-native spoken English. Universiteit Gent, Gent (Belgium).

DuFon, M., Churchill, E., eds. (2006). Language Learners in Study Abroad Contexts. Clevedon: Multilingual Matters Ltd.

Freed, B. (1995). Second Language Acquisition in Study Abroad Context. Amsterdam: John Benjamin’s Publishing Company.

Fung, L., & Carter, R. (2007). Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings. Applied Linguistics, 28(3), 410–439.

Gets, C. (2006). Discourse markers in spoken interaction: from theoretical exploration to empirical investigation. UCL, Louvain-la-Neuve.

Jackson, J. (2008). Language, Identity, and Study Abroad: Sociocultural Perspectives. London: Equinox Publishing.

Kinginger, Celeste. (2013). Language Study Abroad. The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd.

Pellegrino Aveni, V. (2005). Study Abroad and Second Language Use: Constructing the Self. Cambridge: Cambridge University Press.

Pérez-Vidal, C., ed. (2014). Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamin’s Publishing Company.

Pratt-Johnson, Y. (2018). Study Abroad. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc.

Quirk, R. et al. (1985). A Comprehensive Grammar of the English Language. London and New York: Longman.

Sanz, Cristina, Morales-Front, Alfonso, ed. (2018). The Routledge Handbook of Study Abroad Research and Practice. London: Routledge.

Serrano, R., et al. (2012) A Longitudinal Analysis of the Effects of One Year Abroad. The Canadian Modern Language Review. 68, 2 (May), pp 138-163).

Tomaš, Z., et al. (2008). Designing and Implementing the TESOL Teaching Practicum Abroad: Focus on Interaction. TESOL Quarterly, 42: 660-664.

Trenchs-Parera, M. (2009). Effects of Formal Instruction and a Stay Abroad on the Acquisition of Native-Like Oral Fluency. The Canadian Modern Language Review. 65,3 (March), pp 365-393.
 
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