Explicit instruction and JFL learners' use of interactional discourse markers in extended tellings

This paper reports on a semester-long study of the explicit instruction of Japanese discourse markers to English-speaking, intermediate learners of Japanese as a Foreign Language. It was found that the learners improved their use of DMs, particularly to manage fundamental aspects of their extended tellings: openings, presentation of content and closings.

Tagged as research 1999-2002 lctl language-teaching