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dc.creatorIglesias Moreno, Ángela Eugeniaes
dc.date.accessioned2016-02-03T12:12:05Z
dc.date.available2016-02-03T12:12:05Z
dc.date.issued2001es
dc.identifier.issn1576-5059es
dc.identifier.issn2253-8283es
dc.identifier.urihttp://hdl.handle.net/11441/33962
dc.description.abstractDiscourse markers have a basic role in oral interactions. Apart from providing coherence and regulating turn-taking, they have important interactive functions that indicate the conversational commitment and the social behaviour of the interlocutors in an interaction. In the case of the L1, discourse markers are acquired as part of our communicative competence, and, therefore, it is important that they also be part of an L2 student’s communicative competence. In this article, I will analyse the use of “well” as a discourse marker (DM) by Spanish students of English in interaction with native speakers. The analysis will indicate that “well” is hardly used as a DM in the students’ discourse, resulting in distinctly non-native discourse, which can negatively affect the students’ images. These results may be significant to teachers and researchers in regard to their approach to the teaching of foreign languages from a pragmatic point of view.es
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherUniversidad de Sevillaes
dc.relation.ispartofELIA, 2, 129-142es
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Españaes
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/es
dc.titleNative speaker-non-native speaker interaction: the use of discourse makerses
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttp://institucional.us.es/revistas/elia/2/10.%20angela.pdfes
dc.identifier.idushttps://idus.us.es/xmlui/handle/11441/33962

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Atribución-NoComercial-SinDerivadas 4.0 España
Except where otherwise noted, this item's license is described as: Atribución-NoComercial-SinDerivadas 4.0 España