The Use of OK by Native and Non-Native Teachers in Bilingual Classrooms: Mandarin, English and Code-Switching

母語和非母語英語教師在雙語教室中OK之分析：中文、英語和語碼轉換

張綉慧(Sophie Hsiu-Hui Chang) ； 黃蘭棻(Lan-fen Huang)

《Concentric： Studies in Linguistics》 44卷2期 (2018/11) Pp. 111-135

https://doi.org/10.6241/concentric.ling.201811_44(2).0004

摘要

This study investigates the relationship between the use of OK (or okay) and language choices by two native-speaking (NS) and two non-native-speaking (NNS) high school teachers in Taiwan. Four sessions were video-recorded and transcribed to examine OK in the teachers' utterances in English, Mandarin and when switching codes. The functional categories for 286 instances of OK in the 24,754-word total are described from the bottom up and assessed for reliability to reduce the subjectivity of category judgments. We found that NS teachers use OK most in their English utterances, whereas NNS teachers do so in their Mandarin utterances. All teachers tend to use it to mark discourse boundaries in various linguistic contexts. OK also has a limited role in code-switches. It mainly appears to mark a discourse boundary or to connect English, as the students' second language, with translation into Mandarin, as their first language.

關鍵字

discourse marker ； bilingual ； code-switching ； classroom discourse ； discourse analysis

並列摘要

無資料

並列關鍵字

話語標記詞 ； 雙語 ； 語碼轉換 ； 教室言談 ； 言談分析

參考文獻

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Carter, Ronald, and Michael McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide. Cambridge, UK: Cambridge University Press.

Chang, Sophie Hsiu-Hui. 2016. Native and Non-native Teachers’ Discourse in EFL Classrooms: English, Mandarin, Code-switching and the Use of OK. Doctoral dissertation, University of Zurich, Zurich.

Du Bois, John W. 1991. Transcription design principles for spoken discourse research. Pragmatics: Quarterly Publication of the International Pragmatics Association (IPrA) 1.1:71-106

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