Discourse markers in oral interaction by third year ulis mainstream english majors

TABLE OF CONTENTS

LIST OF TABLES AND FIGURES

LIST OF ABBREVIATIONS

PART I: INTRODUCTION

PART II: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1. Discourse markers

1.1.1. Terminology

1.1.2. Characteristics of DMs

1.1.3. Selection of DMs in the present study

1.1.4. Main functions of four selected DMs

1.2. Previous studies on DMs

1.2.1. Related studies worldwide

1.2.2. Related studies in Vietnam

CHAPTER 2: METHODOLOGY

2.1. Participants

2.1.1. Third-year ULIS mainstream English majors

2.1.2. Teachers of English Speaking Skill

2.2. Data collection instruments

2.2.1. Interaction task

2.2.2. Questionnaires

2.2.3. Interviews

2.3. Data collection procedure

2.4. Data analysis methods and procedures

CHAPTER 3: RESULTS AND DISCUSSION

3.1. The most common DMs used by third-year ULIS mainstream English majors in spoken interaction with native speakers of English

3.2. Specific discourse functions of DMs in spoken discourse

3.2.1. Well

3.2.2. You know

3.2.3. I mean

3.2.4. Like

3.3. Justifications for the low frequency of DMs in the students’ spoken discourse

CHAPTER 4: SOME PEDAGOGICAL IMPLICATIONS AND SUGGESTED DMs TEACHING RESOURCES

4.1. Some pedagogical implications

4.1.1. Implications for learners of English

4.1.2. Implications for teachers of English and syllabus designers

4.2. Suggested DMs teaching resources

4.2.1. Two explicit DM teaching frameworks

4.2.2. Some suggested activities for teaching oral DMs to students

PART III: CONCLUSION

1. Major findings of the study

2. Concluding remarks

3. Limitations of the current study

4. Suggestions for further research

REFERENCES

APPENDICES