Abstract
Abstract
This study examines the functional variability of
so in essays written by 200 L1 English speakers (ENSs) and
400 Japanese EFL learners (EFLs). Using quantitative and qualitative approaches,
this study elucidates discourse marker usage of so in each
group, thereby establishing the normative patterns of use among ENSs and the
features specific to L2 English writers. The findings suggest that ENSs use
so strategically as a preface to stance-taking by carefully
selecting and adjusting the information to be established as common ground with
the reader. EFLs use so in a manner distinctly different from
ENSs, displaying varying degrees of understanding and difficulty in utilising
the word’s discoursal properties. The study concludes that it is important for
L2 English learners to learn the uses of so not only as a
connective marker with resultative meaning but also as a resource for projecting
stance and assertion.
© John Benjamins Publishing Company
This work is currently available as a sample.
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