In this contribution we will analyze a corpus of telephone conversations between German students of French and native speakers from an interactional linguistic point of view. The study is based on a corpus of ten formal conversations performed as role play between German university students and native speakers of French. Taking an interactional approach, the use of discourse markers will be described as a situated activity of learners who use the resources at their disposal to accomplish conversational tasks. The analysis will concentrate on the accomplishment of turn openings and point out the dynamic nature of the use of discourse markers in exolingual interaction. During the conversations, learners employ forms already available in their repertoire as discourse markers, they use the interlocutor’s example as a model, and they develop their own routines. Against this background, certain characteristics of discourse markers in L2 can be described as the result of communication and acquisition strategies that allow learners to maintain the conversation as well as to build, expand or adjust their repertoire.
(1996) Dimensionen lernersprachlicher Partikelverwendung. Sprachsystematische, kognitiv-individuelle und interaktiv-soziale Aspekte beim Gebrauch und beim Erwerb des Deutschen als Fremdsprache. Universität Bielefeld : Dissertation. [URL]
Allwood, J
(1992) Feedback in second language acquisition. In C. Perdue (ed.), Adult language acquisition: Cross-linguistic perspectives, vol. II: The results (196–235). Cambridge: Cambridge University Press.
Auer, P. & Günthner, S
(2005) Die Entstehung von Diskursmarkern im Deutschen—Ein Fall von Grammatikalisierung? In T. Leuschner & T. Mortelmans & S. De Groodt (eds.), Grammatikalisierung im Deutschen (335–362). Berlin: de Gruyter.
Bartning, I. & Schlyter, S
(2004) Itinéraires acquisitionnels et stades de développement en français L2. Journal of French Language Studies 141, 281–299.
Bremer, K., Broeder, P., Robert, C., Simonot, M. & Vasseur, M.-T
(1992) Ways of achieving understanding. In C. Perdue (ed.), Adult language acquisition: Cross-linguistic perspectives, vol. II: The results (153–195). Cambridge: Cambridge University Press.
Bruxelles, S. & Traverso, V
(2006) Usages de la particule voilà dans une réunion de travail: analyse multimodale. In M. Drescher & B. Frank-Job (eds.), Les marqueurs discursifs dans les langues romanes (71–92). Frankfurt am Main: Peter Lang.
Couper-Kuhlen, E. & Selting, M
(2001) Introducing interactional linguistics. In M. Selting & E. Couper-Kuhlen (eds.), Studies in interactional linguistics (1–21). Amsterdam: John Benjamins.
(2007) Vorgeformtheit als Ressource im konversationellen Formulierungs- und Verständigungsprozess. In H. Hausendorf (ed.), Gespräch als Prozess. Linguistische Aspekte der Zeitlichkeit verbaler Interaktion (181–220). Tübingen: Narr.
Delahaie, J
(2009) Oui, voilà ou d’accord ? Enseigner les marqueurs d’accord en classe de FLE. Synergies Pays Scandinaves 41, 17–34.
Deppermann, A
(2013) Turn-design at turn-beginnings: Multimodal resources to deal with tasks of turn-construction in German. Journal of Pragmatics 461, 91–121.
Dostie, G
(2004) Pragmaticalisation et marqueurs discursifs. Analyse sémantique et traitement lexicographique. Bruxelles: Duculot.
Farrel, T. & Mallard, C
(2006) The use of reception strategies by learners of French as a Foreign language. The Modern Language Journal 90-31, 338–352.
Fauré, L
(1999) À quoi ouvre le ah initial ? Vocalisation et contextualisation à l’oral. In L. Fauréet al. (eds.), Discours, textualité et production de sens : états de la jeune recherche (45–58). Montpellier: Presses de l’université Paul Valéry.
Fischer, K
(2000) From cognitive semantics to lexical pragmatics. The functional polysemy of discourse particles. Berlin/New York: Mouton de Gruyter.
Fischer, K
(2014) Discourse markers. In K.P. Schneider & A. Barron (eds.), Pragmatics of discourse (271–294) [Handbooks of Pragmatics; 3]. Berlin/New York: De Gruyter Mouton..
Frank-Job, B
(2006) A dynamic-interactional approach to discourse markers. In K. Fischer (ed.), Approaches to discourse particles (359–374). Amsterdam: Elsevier.
Gülich, E
(1970) Makrosyntax der Gliederungssignale. München: Fink.
Gülich, E
(2006) Des marqueurs de structuration de la conversation aux activités conversationnelles de structuration : Réflexions méthodologiques. In M. Drescher & B. Frank-Job (eds.), Les marqueurs discursifs dans les langues romanes (11–35). Frankfurt am Main et al.: Peter Lang.
Guil, P., Bazzanella, C., Bini, M., Borreguero Zuloaga, M. & Pernas Izquierdo, P
(2008) Marcadores discursivos y cortesía lingüística en la interacción de los aprendices de italiano L2. In A. Brizet al. (eds.), Cortesía y conversación: de lo escrito a lo oral. Actas del III Congreso Internacional del Programa EDICE (711–729). Valencia: Universidad de Valencia. [URL]
Guillot, M.-N
(2012) Issues of L2 pragmatic discrimination from an interactional perspective: The case of turn-initial mais in L2 French. In N. Auger, C. Béal & F. Demougin (eds.), Interactions et interculturalité: variétés des corpus et des approaches (223–253). Bern: Lang.
Hancock, V
(2000) Quelques connecteurs et modalisateurs dans le français parlé d’apprenants avancés. Étude comparative entre suédophones et locuteurs natifs. Stockholm: Stockholms universitet.
(1984) A change-of-state token and aspects of its sequential placement. In J.M. Atkinson & J. Heritage (eds.), Structures of social action (299–345). Cambridge: Cambridge University Press.
Heritage, J
(2013) Turn-initial position and some of its occupants. Journal of Pragmatics 571, 331–337.
Heritage, J. & Sorjonen, M.-L
(1994) Constituting and maintaining activities across sequences: And-prefacing as a feature of question design. Language in Society 231, 1–29.
Hopper, P
(1988) Emergent grammar and the a priori grammar constraint. In D. Tannen (ed.), Linguistics in context: Connecting observation and understanding (117–133). Norwood, NJ: Ablex.
Hopper, P
(1998) Emergent grammar. In M. Tomasello (ed.), The new psychology of language. Cognitive and functional approaches to language structure (155–175). Mashwah, NJ: Lawrence Erlbaum.
Hopper, P.J. & Traugott, E
(1993) Grammaticalization. Cambridge: Cambridge University Press.
House, J
(2013) Developing pragmatic competence in English as a lingua franca: Using discourse markers to express (inter)subjectivity and connectivity. Journal of Pragmatics 591, 57–67.
Imo, W
(2013) Sprache in Interaktion. Berlin: de Gruyter.
Kasper, G
(2004) Participant orientations in German conversation-for-learning. The Modern Language Journal 88(iv)1, 551–556.
Kerr-Barnes, B
(1998) The acquisition of connectors in French L2 narrative discourse. French Language Studies 81, 189–208.
Krafft, U. & Dausendschön-Gay, U
(1994): Analyse conversationnelle et recherche sur l’acquisition. In B. Py (ed.), L’acquisition d’une langue seconde. Quelques développements théoriques récents. Bulletin suisse de linguistique appliquée 591, 127–158.
López Serena, A. & Borreguero Zuloaga, M
(2010) Los marcadores del discurso y la variación lengua hablada vs. lengua escrita. In Ó. Loureda Lamas & E. Acín Villa (eds.), Los estudios sobre marcadores del discurso en español, hoy (415–495). Madrid: Arco/Libros.
Markee, N. & Kasper, G
(2004) Classroom talks: An introduction. The Modern Language Journal 88(iv)1, 491–500.
Mondada, L
(2001) Analyse conversationnelle et grammaire-pour-l’interaction. In A.-C. Berthoud & L. Mondada (eds.), Modèles du discours en confrontation (23–42). Bern et al.: Lang.
Ochs, E., Schegloff, E.A. & Thompson, S
(eds.) (1996) Interaction and grammar. Cambridge: Cambridge University Press.
Pellet, S.H
(2005) The development of competence in French interlanguage pragmatics: The case of the discourse marker ‘donc’. Austin: University of Texas at Austin.
Pekarek-Doehler, S
(2006.) CA for SLA: Analyse conversationnelle et recherche sur l’acquisition des langues. Revue française de linguistique appliquée XI(2), 123–137.
(ed.) (1992) Adult language acquisition: Cross-linguistic perspectives, vol. I: Field methods. Cambridge: Cambridge University Press.
Perdue, C. & Klein, W
(1992) Concluding remarks. In C. Perdue (ed.), Adult language acquisition: Cross-linguistic perspectives, vol. II: The results (253–272). Cambridge: Cambridge University Press.
Quasthoff, U
(2012) Globale und lokale Praktiken in unterschiedlichen diskursiven Genres: Wie lösen L2-Sprecher globale Anforderungen bei eingeschränkter sprachstruktureller Kompetenz im Deutschen? In H. Roll & A. Schilling (eds.), Mehrsprachigkeit im Fokus von Linguistik und Didaktik (47–65). Duisburg: Universitätsverlag Rhein-Ruhr.
Schegloff, E.A
(2007) Sequence organization in interaction. Cambridge: Cambridge University Press.
Selting, M
(1994) Emphatic speech style: With special focus on the prosodic signalling of heightened emotive involvement in conservation. Journal of Pragmatics 22(3/4), 375–408.
Selting, M., Auer, P., Barth-Weingarten, D., Bergmann, J., Bergmann, P., Birkner, K., Couper-Kuhlen, E., Deppermann, A., Gilles, P., Günthner, S., Hartung, M., Kern, F., Mertzlufft, C., Meyer, C., Morek, M., Oberzaucher, F., Peters, J., Quasthoff, U., Schütte, W., Stukenbrock, A. & Uhmann, S
(2011) A system for transcribing talk-in-interaction: GAT 2 translated and adapted for English by E. Couper-Kuhlen & D. Barth-Weingarten. Gesprächsforschung—Online-Zeitschrift zur verbalen Interaktion 121, 1–51. [URL]
Selting, M. & Couper-Kuhlen, E
(2000) Argumente für die Entwicklung einer ‘interaktionalen Linguistik’. Gesprächsforschung—Online-Zeitschrift zur verbalen Interaktion 11, 76–95.
Thörle, Britta
(2015) Oui comme marqueur discursif polyfonctionnel en français langue étrangère. Romanistik in Geschichte und Gegenwart 21(1), 3–17.
Véronique, D
(ed.) (2009) L’acquisition de la grammaire du français, langue étrangère. Paris: Didier.
Waltereit, R
(2006) Abtönung. Zur Pragmatik und historischen Semantik von Modalpartikeln und ihren funktionalen Äquivalenten in romanischen Sprachen. Tübingen: Niemeyer.
Weidenbusch, W
(2014) Introduction. In W. Weidenbusch (ed.), Diskursmarker, Konnektoren, Modalwörter. Marqueurs de discours, connecteurs, adverbes modaux et particules modales (11–25). Tübingen: Narr.
Winther, A
(1985) Bon (bien, trèsbien): ponctuation discursive et ponctuation métadiscursive. Langue française 651, 80–91.
2021. Methodological Approaches to Studying Discourse Particles in L2. Corpus Pragmatics 5:1 ► pp. 1 ff.
De Cristofaro, Elisa & Linda Badan
2021. The Acquisition of Italian Discourse Markers as a Function of Studying Abroad. Corpus Pragmatics 5:1 ► pp. 95 ff.
Gras, Pedro, Patricia Galiana & Elisa Rosado
2021. Modal and Discourse Marking in L1 & L2 Spanish: A Comparative Analysis of Oral Narratives. Corpus Pragmatics 5:1 ► pp. 63 ff.
Koch, Christian & Britta Thörle
2021. Metadiscursive Activities in Oral Discourse Production in L2 French: A Study on Learner Profiles. Corpus Pragmatics 5:1 ► pp. 153 ff.
Konzett-Firth, Carmen
2023. On the development of interactional competence in L2 French: Changes over time in responsive turn beginnings in peer interactions. Linguistics and Education 75 ► pp. 101176 ff.
PEKAREK DOEHLER, SIMONA & KLARA SKOGMYR MARIAN
2022. Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction: A Longitudinal L2 Study. The Modern Language Journal 106:S1 ► pp. 23 ff.
This list is based on CrossRef data as of 4 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
