| |
1. |
Adolphs, S. and R. Carter. 2013. Spoken Corpus Linguistics from Monomodal to Multimodal. Taylor & Francis Group New York and London: Routledge.
![](/_common/images/crossref.gif) |
2. |
Ahn, S, J. 2015. So as a multifunctional discourse marker used by Korean speakers in English conversation. The Journal of Linguistic Science 75a, 169-188. |
3. |
Aijmer, K. 1996. Conversation Routines in English: Convention and Creativity. New York: Longman. |
4. |
Aijmer, K. 2002. English Discourse Particles: Evidence from a Corpus. Amsterdam/Philadeliphia: John Benjamins.
![](/_common/images/crossref.gif) |
5. |
Aijmer, K. 2013. Understanding Pragmatic Markers. Edinburgh: Edinburgh University Press. |
6. |
Anthony, L. 2014. AntConC (Version 3.4.3) [Computer Software]. Tokyo: Waseda University. Retrieved from http://www.laurenceanthony.net/ |
7. |
Becher, V. 2010. Differences in the use of deictic expressions in English and German texts. Linguistics 48(6), 1309-1342.
![](/_common/images/crossref.gif) |
8. |
Blakemore, D. 1987. Semantic Constraints on Relevance. Oxford: Blackwell. |
9. |
Blakemore, D. 1988. So as a constraint on relevance. In R. M. Kempson, ed., Mental Representation: The Interface between Language and Reality, 183-195. New York: Cambridge University Press. |
10. |
Bolden, G. 2009. Implementing incipient actions: The discourse marker ‘so’ in English conversation. Journal of Pragmatics 41, 974-998.
![](/_common/images/crossref.gif) |
11. |
Brinton, L. J. 1996. Pragmatic Markers in English: Grammaticalization and Discourse Functions. Berlin /New York: Mouton de Gruyter. |
12. |
Buysse, L. 2012. So as a multifunctional discourse marker in native and learner speech. Journal of Pragmatics 44, 1764-1782.
![](/_common/images/crossref.gif) |
13. |
De Fina, A. 1997. An analysis of Spanish bien as a marker of a classroom management in teacher-student interaction. Journal of Pragmatics 28, 337-354.
![](/_common/images/crossref.gif) |
14. |
Fischer, K. 2006. Frames, constructions, and invariant meaning: The functional polysemy of discourse particles. In K. Fischer, ed., Approaches to Discourse Particles, 427-447. Amsterdam: Elsevier. |
15. |
Fraser, B. 1988. Types of English discourse markers. Acta Linguistica Hungarica 38(1-4), 19-33. |
16. |
Fraser, B. 1990. An approach to discourse marker. Journal of Pragmatics 14, 383-395.
![](/_common/images/crossref.gif) |
17. |
Fraser, B. 1999. What are discourse markers?. Journal of Pragmatics 31(7), 931-952.
![](/_common/images/crossref.gif) |
18. |
Fuller, J. M. 2003a. Discourse marker use across speech contexts: A comparison of native and non-native speaker performance. Multilingua 22, 185-208.
![](/_common/images/crossref.gif) |
19. |
Fuller, J. M. 2003b. The influence of speaker roles on discourse marker use. Journal of Pragmatics 31(7), 931-952. |
20. |
Fung, L. 2011. Discourse markers in the ESL classroom: A survey of teachers’ attitudes. Asian EFL Journal 13(2), 199-224. |
21. |
Fung, L. and R. Carter. 2007. Discourse markers and spoken English: Native and learner use in pedagogic settings. Applied Linguistics 28(3), 410-439.
![](/_common/images/crossref.gif) |
22. |
González, M. 2004. Pragmatic Markers in Oral Narrative: The Case of English and Catalan. Amsterdam: John Benjamins.
![](/_common/images/crossref.gif) |
23. |
Gumperz, J. J. 1977. The sociolinguistic significance of conversational code-switching. RELC Journal 8(2), 1-34.
![](/_common/images/crossref.gif) |
24. |
Guthrie, A, M. 1997. On the systematic deployment of okay and mmhmm in academic advising sessions. Pragmatics 7(3), 397-415.
![](/_common/images/crossref.gif) |
25. |
Halliday, M. A. K. and C. M. I. Matthiessen. 2004. An Introduction to Functional Grammar. London: Routeldge. |
26. |
Halliday, M. A. K. and R. Hasan. 1976. Cohesion in English. London: Longman. |
27. |
Heldner, M. and J. Edlun. 2010. Pauses, gaps and overlaps in conversations. Journal of Phonetics 38(4), 555-568.
![](/_common/images/crossref.gif) |
28. |
Hellermann, J. 2003. The interactive work of prosody in the IRF Exchange: Teacher repetition in feedback moves. Language in Society 32(1), 79-104.
![](/_common/images/crossref.gif) |
29. |
Hellermann, J. and A. Vergun. 2007. Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics 39(1), 157-179.
![](/_common/images/crossref.gif) |
30. |
House, J. 2013. Developing pragmatic competence in English as a lingua franca: Using discourse markers to express (inter)subjectivity and connectivity. Journal of Pragmatics 59, 57-67.
![](/_common/images/crossref.gif) |
31. |
Huang, Y. 2014. Pragmatics. Oxford University Press. |
32. |
Hutchby, I. and R. Wooffitt. 1998. Conversation Analysis. Cambridge: Polity Press. |
33. |
Jefferson, G. 1981. On the articulation of topic in conversation: Research report to the social science research council. [online] available from http://www.liso.ucsb.Edu/Jefferson/topic_report.pdf |
34. |
Johnson, A. 2002. So… ?: Pragmatic implications of so-prefaced questions in formal police interview. In J. Cotterill, ed., Language in the Legal Process, 91-110. New York: Palgrave Macmillan.
![](/_common/images/crossref.gif) |
35. |
Jucker, A. H. and Y. Ziv. 1998. Discourse markers: Introduction. In A. H. Jucker and Y. Ziv, eds., Discourse Markers: Description and Theory, 1-12. Amsterdam: John Benjamins.
![](/_common/images/crossref.gif) |
36. |
Kasper, G. 2009. Locating cognition in second language interaction and learning: Inside the skull or in public view? International Review of Applied Linguistics 47, 11–36.
![](/_common/images/crossref.gif) |
37. |
Kim, D. R. 2012. Position and function of pre-repair-initiator so in Korean EFL learners’ conversation. Korean Journal of English Language and Linguistics 12(1), 1-18.
![](/_common/images/crossref.gif) |
38. |
Ko, H. S. 2013. Overuse of the discourse filler, “so” in micro-teaching talks by Koreans. Language Research 49(1), 25-44. |
39. |
Lam. P. 2009. The effect of text type on the use of so as a discourse particle. Discourse Studies 11, 353-372.
![](/_common/images/crossref.gif) |
40. |
Lam, W. and J. Wong. 1996. Hong Kong Student Corpus. Hong Kong: Hong Kong Institute of Education. |
41. |
Liao, S. 2009. Variation in the use of discourse markers by Chinese teaching assistants in the US. Journal of Pragmatics 41(7), 1313-1328.
![](/_common/images/crossref.gif) |
42. |
Liu, B. 2013. Effect of first language on the use of English discourse markers by L1 Chinese speakers of English. Journal of Pragmatics 45(1), 149-172.
![](/_common/images/crossref.gif) |
43. |
Markee, N. and M. S. Seo. 2009. Learning talk analysis. International Review of Applied Linguistics in Language Teaching 47, 37–64.
![](/_common/images/crossref.gif) |
44. |
Maschler, Y. and D. Schiffrin. 2015. Discourse markers: language, meaning, and context. In D. Tannen, H. E. Hamilton and D. Shiffrin, eds., The Handbook of Discourse Analysis, 2nd, 189-221.Chichester: John Wiley & Sons, Ltd.
![](/_common/images/crossref.gif) |
45. |
Mehan, H. 1979. Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard university Press.
![](/_common/images/crossref.gif) |
46. |
Mori, J. and J. Zuengler. 2008. Conversation analysis and talk-in-interaction in the classroom. In M. Martin-Jones, A. M. de Mejia and N. H. Hornberger, eds., Encyclopedia of Language and Education, 2nd edition, vol. 3: Discourse and Education, 15-26. Springer Science + Business Media LLC. |
47. |
Mortier, L. and L. Degand. 2009. Adversative discourse markers in contrast. International Journal of Corpus Linguistics 14(3), 339-366.
![](/_common/images/crossref.gif) |
48. |
Müller, S. 2004. Discourse Markers in Native and Non-native English Discourse. Amsterdam/Philadephia: John Benjamins.
![](/_common/images/crossref.gif) |
49. |
Nassaji, H. and G. Wells. 2000. What’s the use of ‘triadic dialogue’? An investigation of teacher student interaction. Applied Linguistics 21(3), 376-406.
![](/_common/images/crossref.gif) |
50. |
Nunan, D. 1987. Does instruction make a difference? Revisited. Tesol Quarterly 21(2), 372-377.
![](/_common/images/crossref.gif) |
51. |
Nunan, D. 1991. Language Teaching Methodology. London: Prentice Hall International. |
52. |
Oh, B. N. 2014. Multifunctional Uses of the Discourse Marker so by Korean EFL Adult Learners. Master’s thesis. International Graduate School of English. Seoul, Korea. |
53. |
Östman, J. O. 1982. The symbiotic relationship between pragmatic particles and impromptu speech. In N. E. Enkvist, ed., Impromptu Speech: A Symposium, 147-177. Abo: The Research Institute of the Abo Akademi Foundation. |
54. |
Othman, Z. 2010. The use of okay, right and yeah in academic lectures by native speaker lecturers: Their ‘anticipated’ and ‘real’ meanings. Discourse Studies 12(5), 665-681.
![](/_common/images/crossref.gif) |
55. |
Platon, E. 2017. The role of the paraphrasing competence in elaborating reception exercises. Studia UBB Philologia LⅦ 2, 13-26.
![](/_common/images/crossref.gif) |
56. |
Psathas, G. 1995. Conversational Analysis. Thousand Oaks. CA: Sage. |
57. |
Rendel-Short, J. 2003. “So what does this show us?”: Analysis of the discourse marker ‘so’ in seminar talk. Australian Review of Applied Linguistics 26, 46-62.
![](/_common/images/crossref.gif) |
58. |
Rongrong, D. and W. Lixun. 2015. Discourse markers in local and native English teachers’ talk in Hong Kong EFL classroom interaction: A corpus-based study. International Journal of Language and Linguistics 2(5), 65-75. |
59. |
Sacks, H., E. A. Schegloff and G. Jefferson. 1974. A simplest systematics for the organization of turn-taking for conversation. Language 50(4), 696-735.
![](/_common/images/crossref.gif) |
60. |
Schegloff, E. A. 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
![](/_common/images/crossref.gif) |
61. |
Schiffrin, D. 1987. Discourse Markers. Cambridge Textbooks in Linguistics. Cambridge.
![](/_common/images/crossref.gif) |
62. |
Schiffrin, D. 2006. Discourse marker research and theory: Revisiting and. In K. Fischer, ed., Approaches to Discourse Particles, 427-447. Amsterdam: Elsevier. |
63. |
Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell Pub. |
64. |
Sinclair, J. M. and M. Coulthard. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford University Press. |
65. |
Stygall, G. 2001. A different class of witnesses: Experts in the courtroom. Discourse Studies 3(3), 327-349.
![](/_common/images/crossref.gif) |
66. |
ten Have, P. 2007. Doing Conversation Analysis: A Practical Guide, Thousand Oaks. CA: Sage.
![](/_common/images/crossref.gif) |
67. |
Turner, K. 1999. Functional Variation of Okay/Alright Usage in Spoken Discourse. MA Special Project. UNSW. Sydney. |
68. |
Waring, H. J. 2008. Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal 92(4), 577-594.
![](/_common/images/crossref.gif) |
69. |
Wong, J. and H. J. Waring. 2010. Conversation Analysis and Second Language Pedagogy. Routledge. Taylor and Francis Group. New York and London.
![](/_common/images/crossref.gif) |