scholarly journals A Study on Discourse Marker ‘eodi’ for Chinese Learners of Korean - Focusing on the Comparative Analysis of Pragmatic Functions -

2015 ◽  
Vol null (103) ◽  
pp. 283-309
Author(s):  
LIUNA
Keyword(s):  
Comparative Analysis ◽  
Discourse Marker ◽  
Chinese Learners

A comparative analysis of invariant tags in three varieties of English

2010 ◽  
Vol 31 (3) ◽  
pp. 288-310 ◽  
Author(s):  
Georgie Columbus
Keyword(s):  
Comparative Analysis ◽  
New Zealand ◽  
Discourse Markers ◽  
Attitudes And Beliefs ◽  
Canadian English ◽  
Indian English ◽  
Discourse Marker ◽  
Language Variety ◽  
Esl Pedagogy

Discourse markers are a feature of everyday conversation — they signal attitudes and beliefs to their interlocutors beyond the base utterance. One particular type of discourse marker is the invariant tag (InT), for example New Zealand and Canadian English eh. Previous studies of InTs have clearly described InT uses in one language variety (e.g. Berland 1997, on London teenage talk; Stubbe and Holmes 1995, on NZ English; on sociolinguistic features e.g. Stubbe and Holmes 1995 and on single markers e.g. Avis 1972; Love 1973; Gibson 1977; Meyerhoff 1992 and 1994; Gold 2005, 2008 on eh). However, the class of InTs has not yet been fully described, and the variety of approaches taken (corpus- and survey-based) does not easily allow for cross-varietal or cross-linguistic comparison. This study investigates InTs in three varieties of English from a corpus-based approach. It lists the InTs available in New Zealand, British and Indian English through their occurrences in their respective International Corpus of English (ICE) corpora, and compares usages of four tags across the varieties. The description offers a clearer overview of the InT class for descriptive grammars, as well as more explicit definitions and usage guides for e.g. EFL/ESL pedagogy. An unambiguous description of several InTs and their meanings will also allow more thorough comparison in studies of other English varieties. Finally, the results offer another viewpoint on the issue of representativeness in corpora with respect to regional versus national varieties of the Englishes.

scholarly journals Error Analysis in Chinese Initials Made by Bangladeshi Learners at Elementary Level

2021 ◽  
Vol 13 (3) ◽  
pp. 36
Author(s):  
Nilu Akter
Keyword(s):  
Comparative Analysis ◽  
Error Analysis ◽  
Questionnaire Survey ◽  
Negative Transfer ◽  
Mother Tongue ◽  
Learning Motivation ◽  
Common Finding ◽  
Elementary Level ◽  
Contrastive Analysis ◽  
Chinese Learners

Chinese initials play an inevitable role in learning Chinese as a second language. Without the proper knowledge of Chinese initials, learners fail to communicate with people smoothly. Therefore, learners from different countries face different difficulties in learning Chinese initials. The pronunciation of Chinese consonants is not easy for foreigners, especially for Bangladeshi learners. Therefore, errors occur in the Chinese initials of Bangladeshi learners.Although Bangladeshi students often encounter difficulties learning Chinese initials, no comprehensive research done in this area. This research aims to investigate the pronunciation errors of Chinese initials made by Bangladeshi learners. To know the types of initials errors and the reason behind these errors, the error analysis hypothesis, and the contrastive analysis hypothesis was used to analyze the data. However, 20 Bangladeshi students at the elementary level were chosen as the research participants. In this research, a questionnaire survey, interview and comparative analysis were used as research methods.The common finding is that the initials error of Bangladeshi learners occurs in labial, alveolar, velar, retroflex, dental, and palatal consonants. Among them, the highest rate of error has been found in the pronunciation of retroflex, dental, palato-alveolar consonants. The research found that the reason for initials errors of Bangladeshi Chinese learners is the negative transfer of mother tongue, similar phonetic symbols, lack of learning motivation and strategy etc. Finally, the researcher provides some suggestions to correct the pronunciation of initials errors of Bangladeshi Chinese learners.

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