Diachronic Changes of Frequencies in Discourse Connectives in English: Evidence from COHA

Recent studies have claimed that the amount of discourse connectives or discourse markers has risen in multiple languages. However, the thesis has seldom been evaluated using comprehensive empirical data evidence. This study investigates the historical changes of frequencies in discourse connectives in the English language over the last two hundred years. We find that the frequencies of the majority of discourse connectives showed a marked decrease. An opposing trend can be seen with respect to only a few types of discourse connectives. These research results show that the frequencies of discourse markers in English have not in fact increased over the last two centuries. We analyze the possible reasons for this decline. And this result suggests that English language users tend to use explicit discourse connectives less frequently, which finding may challenge recent claims concerning the rise of discourse connectives (markers).

Efficacy of Explicit Instruction of Discourse Connectives for Verbal Communication

Discourse connectives are fundamental components of verbal communication due to their significant role in the creation of coherence, expression of emotive and mental states, and in the navigation of turn-taking (Villegas, 2019). This research study was conducted to explore the effect of explicit instruction of discourse connectives on the communication skills of English language learners. The sample of 40 students was taken and divided into two groups i.e. control and experimental group. Pretest and posttest were conducted to evaluate the proficiency level of students. IELTS interactive test was employed as an instrument to analyze the scores of pretest and posttest. The experimental group was taught with the help of an explicit method of instruction for thirty days whereas no explicit instruction of discourse markers was received by the control group. The findings of the research revealed that the explicit instruction of teaching was considered more effective for teaching discourse markers as compared with the traditional mode of teaching. The findings of the present study call for the reinforcement of discourse connectives employing explicit teaching strategies for improving the verbal communication of ESL learners.

Discourse Relations and Connectives in Higher Text Structure

The present article investigates possibilities and limits of local (shallow) analysis of discourse coherence with respect to the phenomena of global coherence and higher composition of texts. We study corpora annotated with local discourse relations in Czech and partly in English to try and find clues in the local annotation indicating a higher discourse structure. First, we classify patterns of subsequent or overlapping pairs of local relations, and hierarchies formed by nested local relations. Special attention is then given to relations crossing paragraph boundaries and their semantic types, and to paragraph-initial discourse connectives. In the third part, we examine situations in which annotators incline to marking a large argument (larger than one sentence) of a discourse relation even with a minimality principle annotation rule in place. Our analyses bring (i) new linguistic insights regarding coherence signals in local and higher contexts, e.g. detection and description of hierarchies of local discourse relations up to 5 levels in Czech and English, description of distribution differences in semantic types in cross-paragraph and other settings, identification of Czech connectives only typical for higher structures, or the detection of prevalence of large left-sided arguments in locally annotated data; (ii) as another type of contribution, some new reflections on methodologies of the approaches under scrutiny.

Lexical and Structural Cues to Discourse Processing in First and Second Language

Discourse connectives are lexical items like “but” and “so” that are well-known to influence the online processing of the discourse relations they convey. Yet, discourse relations like causality or contrast can also be signaled by other means than connectives, such as syntactic structures. So far, the influence of these alternative signals for discourse processing has been comparatively under-researched. In particular, their processing in a second language remains entirely unexplored. In a series of three self-paced reading experiments, we compare the reading patterns of contrastive relations by native French-speakers and non-native speakers of French with English as a first language. We focus on the effect of syntactic parallelism and how it interacts with different types of connectives. We test whether native and non-native readers equally recruit parallelism to process contrast in combination with or without a connective (Experiment 1), with a frequent vs. infrequent connective (Experiment 2) and with an ambiguous vs. unambiguous connective (Experiment 3), thus varying the explicitness and ease of retrieval of the contrast relation. Our results indicate that parallelism plays an important role for both groups of readers, but that it is a more prominent cue for non-native speakers, while its effect is modulated by task difficulty for native participants.

Limits to the Rational Production of Discourse Connectives

Rational accounts of language use such as the uniform information density hypothesis, which asserts that speakers distribute information uniformly across their utterances, and the rational speech act (RSA) model, which suggests that speakers optimize the formulation of their message by reasoning about what the comprehender would understand, have been hypothesized to account for a wide range of language use phenomena. We here specifically focus on the production of discourse connectives. While there is some prior work indicating that discourse connective production may be governed by RSA, that work uses a strongly gamified experimental setting. In this study, we aim to explore whether speakers reason about the interpretation of their conversational partner also in more realistic settings. We thereby systematically vary the task setup to tease apart effects of task instructions and effects of the speaker explicitly seeing the interpretation alternatives for the listener. Our results show that the RSA-predicted effect of connective choice based on reasoning about the listener is only found in the original setting where explicit interpretation alternatives of the listener are available for the speaker. The effect disappears when the speaker has to reason about listener interpretations. We furthermore find that rational effects are amplified by the gamified task setting, indicating that meta-reasoning about the specific task may play an important role and potentially limit the generalizability of the found effects to more naturalistic every-day language use.

Temporal Relations at the Sentence and Text Genre Level: The Role of Linguistic Cueing and Non-linguistic Biases—An Annotation Study of a Bilingual Corpus

This study investigates the role of non-linguistic biases in the obligatory (verb tenses) and optional (discourse connectives) linguistic marking for inferring temporal relations at the sentence and the text genre levels. Specifically, we formulated and tested several assumptions: (1) the linguistic cueing assumption (verb tenses inform language users about the temporal relation), (2) the implicitness assumption (highly expected relations need not be overtly marked), (3) the specialized connective assumption (specialized connectives are more efficient than underspecified ones), (4) the text genre assumption (language users’ expectations of temporal relations are linked to the text genre), and (5) the text status assumption (information in translated texts tends to be more explicit than in original texts). We carried out an annotation study of a bilingual corpus (French–English) belonging to two different text genres: literary and journalistic. Our results challenge the implicitness and the text status assumptions while confirming the linguistic cueing and the text genre assumptions. So, we put forth an alternative view, according to which language users have equal expectations about all three types of temporal relations and are oriented to one relation or the other by linguistic cueing (obligatory and optional marking) as well as text genre.

The online processing of causal and concessive discourse connectives

While there is a substantial amount of evidence for language processing being a highly incremental and predictive process, we still know relatively little about how top-down discourse based expectations are combined with bottom-up information such as discourse connectives. The present article reports on three experiments investigating this question using different methodologies (visual world paradigm and ERPs) in two languages (German and English). We find support for highly incremental processing of causal and concessive discourse connectives, causing anticipation of upcoming material. Our visual world study shows that anticipatory looks depend on the discourse connective; furthermore, the German ERP study revealed an N400 effect on a gender-marked adjective preceding the target noun, when the target noun was inconsistent with the expectations elicited by the combination of context and discourse connective. Moreover, our experiments reveal that the facilitation of downstream material based on earlier connectives comes at the cost of reversing original expectations, as evidenced by a P600 effect on the concessive relative to the causal connective.