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

dc.contributor.author Yoshimi, D.R.
dc.date.accessioned 2009-06-24T00:39:25Z
dc.date.available 2009-06-24T00:39:25Z
dc.date.issued 1999
dc.description NW16
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.
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.
dc.identifier.uri http://hdl.handle.net/10125/8952
dc.publisher Second Language Teaching & Curriculum Center, University of Hawaii at Manoa
dc.subject explicit instruction
dc.subject Japanese
dc.subject discourse markers
dc.subject language instruction
dc.subject language teaching
dc.subject foreign language
dc.title Explicit instruction and JFL learners' use of interactional discourse markers in extended tellings
dc.type Paper
dc.type.dcmi Text
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