Discourse analysis and teaching spoken language in ELT pedagogy: a study on functions of discourse marker “well”
DOI:
https://doi.org/10.54691/1wvzrr62Keywords:
Discourse marker; language analysis; spoken grammar; ELT pedagogy.Abstract
In spite of the importance of spoken language, spoken grammar is ignored in English language teaching and using. Aiming to increase people’s awareness of the significance of spoken language, the current study conducted an in-depth analysis on one of the most commonly used discourse markers “well”, discussing how it functions in spoken language. Specifically, the study took the novel Harry Potter and the Philosopher’s Stone as the analysed corpus, utilizing a corpus analysis software Antconc to collect the discourse maker “well” and analyse its functions. Excluding “well” acting as an adverb and part of formulaic language, 71 sentences with discourse maker well in spoken language were analysed. After examining the raw data in the original contexts, five main functions of “well” including shifting a topic, gaining time for consideration, attracting listener’s attention, ending and continuing a conversation were detected. Among the five functions, indicating a topic shift and attaining time for thinking were used most frequently; the former one recognized the linking role while the latter built interpersonal relationships. Hence, discourse marker well played a crucial role in daily oral communication, and discussing its functions can be a beginning point and motivation for enhancing language education of spoken language.
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