Explicit instruction and JFL learners' use of interactional discourse markers in extended tellings

Item Description

dc.contributor.author	Yoshimi, D. R.	en_US
dc.date.accessioned	2009-06-24T00:39:25Z	en_US
dc.date.available	2009-06-24T00:39:25Z	en_US
dc.date.issued	1999	en_US
dc.identifier.citation	Yoshimi, D. R. (1999). Explicit instruction and JFL learners' use of interactional discourse markers in extended tellings (NFLRC NetWork #16) [PDF document]. Honolulu: University of Hawai`i, Second Language Teaching & Curriculum Center.	en_US
dc.identifier.uri	http://hdl.handle.net/10125/8952	en_US
dc.description	NW16	en_US
dc.description.abstract	This paper reports on a semester-long study of the explicit instruction of Japanese discourse markers to English-speaking, intermediate learners of Japanese as a Foreign Language. It was found that the learners improved their use of DMs, particularly to manage fundamental aspects of their extended tellings: openings, presentation of content and closings.	en_US
dc.publisher	Second Language Teaching & Curriculum Center, University of Hawaii at Manoa	en_US
dc.subject	explicit instruction	en_US
dc.subject	Japanese	en_US
dc.subject	discourse markers	en_US
dc.subject	language instruction	en_US
dc.subject	language teaching	en_US
dc.subject	foreign language	en_US
dc.title	Explicit instruction and JFL learners' use of interactional discourse markers in extended tellings	en_US
dc.type	Paper	en_US
dc.type.dcmi	Text	en_US