English discourse particles

By K. Aijmer. 2002

515 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1c3b60a0511997dea888702222a28a6f4b24875d

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Citations in the corpus

Signaling and preventing misunderstanding in English as lingua franca communication (2006, background): “Aijmer (2002) points out the centrality of discourse particles to language, and the fact that non-native speakers tend to get them wrong.”
Variation in the use of discourse markers by Chinese teaching assistants in the US (2009, background): “A great deal of research on discourse markers has been carried out during the past two decades (e.g. Aijmer, 2002; Fraser, 1990; Schiffrin, 1987; Schourop, 1985).”
Implementing incipient actions: The discourse marker ‘so’ in English conversation (2009, unknown): “…English ‘misplacement markers’ include ‘by the way’ (Schegloff and Sacks, 1973), ‘hey’ (Levinson, 1983:313–315), ‘listen’ (Jefferson, 1972:319), ‘look’ (Sidnell, 2007), ‘now’ (Aijmer, 2002), ‘okay’ (Beach, 1993; Filipi and Wales, 2003), and ‘oh’ (Bolden, 2006; Jefferson, 1978; Schegloff, 1996).”
The Stuff of Change: General Extenders in Toronto, Canada (2010, background): “Since Dines’s (1980) foundational study of GEs over twenty-five years ago, a small yet diverse body of research has emerged (Aijmer 1985, 2002; Cheshire 2007; Dubois 1992; Overstreet 1999; Stubbe & Holmes 1995; Winter & Norrby 2000; Youssef 1993).”
“Just don’t”: The suppression and invitation of dialogue in the mathematics classroom (2008, methodology): “Often this ambiguity seemed to be a result of the speaker’s frustration, as in “Oh, I know … It’s just, as we started this …” Aijmer (2002) refers to such incidents of just as representations of ‘planning’.”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “Discourse markers function at a referential, interpersonal, structural, and cognitive level as signposts to orient speakers and listeners to an ongoing communicative exchange (Aijmer, 2002; Fung & Carter, 2007; Jones, 2009). Examples of Spanish discourse markers are: entonces (‘then’), cuando (‘when”