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Oral Production of Discourse Markers by Intermediate Learners of Spanish: A Corpus Perspective

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Yearbook of Corpus Linguistics and Pragmatics 2014

Part of the book series: Yearbook of Corpus Linguistics and Pragmatics ((YCLP,volume 2))

Abstract

This study describes the oral production of discourse markers by 40 (N = 40) learners of Spanish and compares it with usage by native speakers (N = 4). Our data belong to a learner corpus of oral interviews with university learners from over nine language backgrounds at intermediate level: A2 (N = 20) and B1 (N = 20) (Common European Framework of Reference). Semiautomatic part-of-speech (POS) tagging was used to count and retrieve the discourse markers produced by each group of learners and the group of native speakers. Results show a slight increase in the acquisition of these particles from A2 to B1, although the production is still lower when compared with the group of native speakers. Certain groups of students (especially Chinese learners) show a poorer usage of this category in our data, which could reveal a certain difficulty acquiring fluency at the discourse level. A breakdown of the most used discourse markers in our corpus (in native and non-native speakers, and at A2 and B1) is presented, as well as a distribution across interviews of the ten most frequent markers. Results are discussed comparing the usage data in our corpus with teaching guidelines for Spanish.

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Notes

  1. 1.

    Research into acquisitional pragmatics should also be sociocognitive in orientation, just as we can put social and cognitive pragmatics together (Escandell 2004). A synthesis of the different aspects involved (learner and sociocultural context) configures the best framework for exploring how pragmatic competence is really acquired. Kasper and Rose (2002) offer a good review of the different theories of L2 pragmatic development (e.g. acculturation model, cognitive processing, and language socialization). Bardovi-Harlig (2013) also integrates social and cognitive factors in her consideration of the areas of research that are of interest for L2 pragmatics research (e.g. task design for the study of implicit and explicit knowledge, and the effect of environment on pragmatic development).

  2. 2.

    Other studies such as Fung and Carter (2007) further distinguish a structural function and a cognitive function (e.g. to express hesitation or to indicate that the speaker is thinking).

  3. 3.

    Further information about the corpus can be found at: http://cartago.lllf.uam.es/corele/index.html

  4. 4.

    With respect to their learning background, some of the participants in our study had received formal instruction in Spanish in their countries, and others started in Madrid, combining formal instruction with natural-context acquisition. All of them had been in an immersion context for several months before being interviewed.

  5. 5.

    We decided to include OK in our study because it is used more frequently with the same meaning as ‘de acuerdo’ or ‘vale’ by native speakers, due to the influence of English. Notwithstanding that fact, OK is not found among the twenty-five most frequent discourse markers used by native speakers (Table 3).

  6. 6.

    Yao (2012) compared Spanish and Chinese discourse markers and explained some differences among them. In Chinese, modal particles do not convey a conceptual meaning, and, unlike Spanish, these elements can be used as discourse markers. In addition, most discourse markers in Chinese appear at the beginning of the utterance. In Spanish, discourse markers can occur either at the beginning, the middle or the end of the utterance. Further information on Chinese DMs can be found in Liao (1986), Miracle (1991), and Liu (2009).

  7. 7.

    These conversational markers have received little attention in studies regarding their description or teaching (Gozalo 2008; Gaviño 2011; Schmer 2012).

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Acknowledgments

This work was supported by the Regional Government of Madrid and the European Social Fund under a PhD grant; and the Comisión Interministerial de Ciencia y Tecnología (CICYT) [project TIN2010-20644-C03-03]. The authors gratefully acknowledge the anonymous reviewers for their valuable comments, and would like to thank T. Shipley and C. Herrero for their assistance in the linguistic revision of the manuscript.

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  1. Computational Linguistics Laboratory, Department of Linguistics and Modern Languages, Facultad de Filosofía y Letras, Universidad Autónoma de Madrid, C/Francisco Tomás y Valiente, 1 Cantoblanco Campus, 28049, Madrid, Spain

    Leonardo Campillos Llanos

  2. Language Service, Universidad Autónoma de Madrid, C/Freud, 1, Cantoblanco Campus, 28049, Madrid, Spain

    Paula González Gómez

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Correspondence to Leonardo Campillos Llanos .

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    Jesús Romero-Trillo

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Campillos Llanos, L., González Gómez, P. (2014). Oral Production of Discourse Markers by Intermediate Learners of Spanish: A Corpus Perspective. In: Romero-Trillo, J. (eds) Yearbook of Corpus Linguistics and Pragmatics 2014. Yearbook of Corpus Linguistics and Pragmatics, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-06007-1_11

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