Abstract
This study analyzes the use of discourse and modal markers by learners of Spanish as a foreign language (FL) in unplanned oral narratives. To do this, we compared two different corpora: narratives produced by native speakers and those produced by intermediate (B2) learners of Spanish (L1 Dutch). Following a functional approach to modal and discourse marking (Cuenca in The rise of modern genomics, Eumo, Vic, 2006; Cuenca, in Discourse markers and modal particles. Categorization and description, 2013), we identified and classified markers according to three macro-functions (propositional, structural, and modal). On the one hand, the total frequency of markers as well as the frequencies of each function were compared in native and learner production. On the other hand, we considered coincidence and divergence in the use of all markers so that forms produced only by native speakers, forms produced only by learners, and forms equally used by both populations are identified. Results show that in the case of markers with a Propositional function, FL learners’ production very much resembles that of native speakers of Spanish. However, for Structural and Modal functions, non-native speakers do not seem to have acquired/incorporated markers that are more specific to informal registers, failing to assign the appropriate discursive values to sentence-level adverbs and connectors (sí `yes’, o ‘or’), or resorting to paraphrase strategies (e.g. cómo decir, cómo se dice ‘how do you say’). Our results indicate the need to include more instances of informal input in the FL classroom.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
See also Borreguero et al. (2017). “El papel de los marcadores discursivos en la planificación del discurso oral: un estudio adquisicional sobre el español L2 de hablantes germanófonos.” Paper presented at Discourse Markers in Romance Languages: Boundaries and Interfaces. Université catholique de Louvain, 8–10 November 2017.
See the study by Borreguero, Siebold and Thörle cited above.
We carefully controlled for this but, still, only one instance was attested in our corpus.
Since no Chi square test allows for the comparisons between DM and DM + filled pauses, we conducted separate chi-square analyses on the same data and adjusted the significant p level accordingly.
Entonces (then) can be an adverb or a connective in L1 Spanish, indicating temporality, consequence, continuation or conclusion (Fuentes 2009). As indicated in Table 5, L2 learners use entonces as a connective with different structural functions, some of which resemble L1 use (continuation, closing) and some of which do not (reorientation, reformulation).
Es que [lit. it is that] is a fixed complex unit that introduces an utterance that is interpreted as a subjective cause (Cuenca and Marín 2012).
See Pekarek Doehler and Simone (2018). “Developing an L2-grammar-for-interaction: from multi-word expression to particle.” Paper presented at Methodological approaches to studying discourse particles in L2. University of Siegen, 25–26 June 2018.
References
Ahrens, K. (2006). Using a small corpus to test linguistic hypotheses: Evaluating ‘people’ in the state of the union addresses. Computational Linguistics and Chinese Language Processing, 11, 377–392.
Aijmer, K. (2004). Pragmatic markers in spoken interlanguage. Nordic Journal of English Studies, 3(1), 173–190.
Aijmer, K. (2009). ‘So er I just sort I dunno I think it’s just because…’: A corpus study of I don’t know and dunno in learners’ spoken English. In A. H. Jucker, D. Schreier, M. Hundt (Eds.) Corpora: Pragmatics and discourse, pp. 151–168.
Aijmer, K. (2011). Well I’m not sure I think… The use of well by non-native speakers. International Journal of Corpus Linguistics, 16(2), 231–254.
Bustos Gisbert, J. M. (2015). Conexión discursiva en aprendices anglohablantes de ELE. Revista Española de Lingüística, 45(2), 7–40.
Buysse, L. (2007). Discourse marker so in the English of Flemish university students. Belgian Journal of English Language and Literatures (BELL), New Series 5, 79–95.
Buysse, L. (2009). So as a marker of elaboration in native and non-native speech. In M. Taverniers, M. Van Herreweghe (Eds.) Stef Slembrouck, pp. 79–91.
Buysse, L. (2011). The business of pragmatics: The case of discourse markers in the speech of students of business English and English Linguistics. ITL - International Journal of Applied Linguistics, 161, 10–30.
Buysse, L. (2012). So as a multifunctional discourse marker in native and learner speech. Journal of Pragmatics, 44(13), 1764–1782.
Buysse, L. (2017). The pragmatic marker you know in learner Englishes. Journal of Pragmatics, 121, 40–57.
Chafe, W. (1994). Discourse, consciousness, and time: The flow and displacement of conscious experience in speaking and writing. Chicago: University of Chicago Press.
Cook, V. (2008). Second language learning and language teaching (4th ed.). London: Hodder Education.
Crible, L., Degand, L., & Gilquin, G. (2017). The clustering of discourse markers and filled pauses: A corpus-based French-English study of (dis)fluency. Languages in Contrast: International Journal for Contrastive Linguistics, 17(1), 69–95.
Cuenca, M. J. (2006). Connexió i connectors. Vic: Eumo.
Cuenca, M. J. (2013). The fuzzy boundaries between discourse marking and modal marking. Discourse markers and modal particles. Categorization and description, pp. 191–216.
Cuenca, M. J., & Marín, M. Josep. (2012). Discourse markers and modality in spoken Catalan: the case of (és) clar. Journal of Pragmatics, 44(15), 2211–2225.
Cuenca, M. J., Marín, M. J., Romano, M., & Porto, M. D. (2011). Emotividad y marcadores del discurso en narraciones orales (pp. 315–344). Oralia: Análisis del discurso oral XIV.
Fox Tree, J., & Schrock, J. (1999). Discourse markers in spontaneous speech: Oh what a difference an oh makes. Journal of Memory and Language, 40, 280–295.
Fuentes Rodríguez, C. (2009). Diccionario de conectores y operadores del español. Madrid: Arco/Libros.
Fuller, J. (2003). Use of the discourse marker like in interviews. Journal of Sociolinguistics, 7(3), 365–377.
Fung, L., & Carter, R. (2007). Discourse markers and spoken English: Native and learner use in pedagogical settings. Applied Linguistics, 28(3), 410–439.
Gilquin, G. (2008). Hesitation markers among EFL learners: Pragmatic deficiency or difference? In Pragmatics and corpus linguistics: A mutualistic entente, pp. 119–149.
González, M. (2004). Pragmatic markers in oral narrative: The case of English and Catalan. Amsterdam: John Benjamins.
Hasselgren, A. (2002). Learner corpora and language testing: Smallwords as markers of learner fluency. Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 6, 143.
Hays, P. (1992). Discourse markers and L2 acquisition. Papers in Applied Linguistics-Michigan, 7, 24–34.
Hellermann, J., & Vergun, A. (2007). Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics, 39, 157–179.
Hlavac, J. (2006). Bilingual discourse markers: Evidence from Croatian-English code-switching. Journal of Pragmatics, 38, 1870–1900.
Iglesias Moreno, A. E. (2001). Native speaker-non-native speaker interaction: the use of discourse makers. ELIA, 2, 129–142.
Instituto Cervantes. (2006). Plan curricular del Instituto Cervantes: Niveles de referencia. Madrid: Instituto Cervantes; Biblioteca Nueva, 2006.
Jafrancesco, E. (2015). L’acquisizione dei segnali discorsivi in italiano L2. Italiano LinguaDue, 1, 1–3.
Jendryczka-Wierszycka, J. (2009). Collecting spoken learner data: Challenges and benefits: A Polish L1 perspective. In Proceedings of corpus linguistics, pp. 20–23.
Köch, C., & Thörle, B. (2019). The discourse markers sí, claro and vale in Spanish as a Foreign Language, In Bello, I., Calvi, M. V., Landone, E. (Eds.) Cognitive insights in discourse markers in second language acquisition (pp. 119–150). Bern: Lang.
Lázaro, A. (2016). Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL. Vigo International Journal of Applied Linguistics, 13, 127–145.
Martín Zorraquino, M. A., & Portolés, J. (1999). Los marcadores del discurso. Nueva Gramática Descriptiva de la Lengua Española. Madrid. Espasa Calpe.
Müller, S. (2005). Discourse markers in native and non-native English discourse. Amsterdam: John Benjamins Publishing.
Pascual Escagedo, C. (2015). Análisis de las funciones de los marcadores discursivos en las conversaciones de estudiantes italianos de ELE. Lingue e Linguaggi, 13, 119–161.
Payrató, L., & Fitó, J. (Eds.). (2008). Corpus audiovisual plurilingüe. Barcelona: Publicacions i Edicions Universitat de Barcelona.
Poulisse, N., Bongaerts, T., & Kellerman, E. (1990). The use of compensatory strategies by Dutch Learners of English. The Netherlands: Foris Publications Holland.
Romero Trillo, J. (2002). The pragmatic fossilization of discourse markers in non-native speakers of English. Journal of Pragmatics, 34, 769–784.
Sankoff, G., Thibault, P., Nagy, N., Blondeau, H., Fonollosa, M. O., & Gagnon, L. (1997). Variation in the use of discourse markers in a language contact situation. Language variation and change, 9(2), 191–217.
Thörle, B. (2016). Turn openings in French L2: An interactional approach to discourse marker acquisition. Language Interaction and Acquisition, 7, 1.
Zyzik, E. (2014). Functional approaches to second language Spanish. In K. Geeslin (Ed.), The handbook of Spanish second language acquisition. London: Wiley-Blackwell.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Annex 1: Transcription Conventions
1. | Prosodic aspects | |
Intonation unit (one line for each intonation unit) | ||
Boundary tone/Closure | ||
Falling | \ | |
Rising | / | |
Continuative | _ | |
Truncated intonation unit | -- | |
Manner/Quality | ||
High | {(A) text} | |
Low | {(B) text} | |
Voice of another | {(EV) text} | |
Tempo | ||
Accelerated speech | {(AC) text} | |
Piano, attenuated speech | {(DC) text} | |
Lenghtening (short, medium and long) | : :: ::: | |
2. | Vocal aspects | |
Laughing text | {(@) text} | |
Laugh | ||
One symbol per pulse | @ | |
Long fragment, timed | @R(time)R@ | |
Inhalation and exhalation | (INH) (EXH) | |
3. | Pauses and overlaps | |
Pause, timed | ||
Very short (0.1 < p < 0.3) | (. time) | |
Short (p < 1) | (.. time) | |
Medium (1 ≤ p < 3) | (… time) | |
Long (p ≥ 3) | (…. time) | |
Overlaps | [text] | |
4. | Regularizations and comments | |
Deletion | Use of brackets to mark the deleted sound | |
Transcriptor’s comments | ||
Concrete | (comment) | |
General | ((comment)) | |
5. Difficult fragments | ||
Uncertain words | {(??) text} | |
Unintelligible | ||
One sign per syllable | x | |
Long fragment, timed | xX(time)Xx | |
6. Other aspects | ||
Code-switch | {(L2) text} | |
Truncated/cut-off word | wor- |
Annex 2: Full Examples of Native and Learner Narratives
Transcript: Narrative 1, Native Speaker
1 I01: pue::s::_
‘We::ll’
2 (. 0.15) mira_
‘Look’
3 (. 0.12) este lunes por la noche_
‘this Monday at (the) night’
4 ESS: (.. 0.48) mhm\
‘mhm’
5 I01: (.. 0.46) yo lle- –
‘I (was) arr’
6 nada\
‘Nothing [= well]’
7 llegué a mi casa_
‘(I) arrived (at my) home’
8 y mi padre estaba_
‘and my father was’
9 bueno\
‘well’
10 está opera(d)o ahora de un pulmón y tal_
‘he is intervened now on a lung [= he has now had lung surgery] and so on’
11 y nada\
‘and nothing [= well]’
12 y que se ahogaba_
13 pero—
‘but’
14 (. 0.14) como {(??) a él–}
‘since (to) he’
15 (.. 0.46) nunca:_
‘never’
16 (. 0.27) estaba tosiendo mucho_
‘(he) was coughing a lot’
17 pero como lleva ya_
‘but since (he) has been now’
18 tres meses_
‘three months’
19 digamos_
‘(let’s) say’
20 con un poco de_
‘with a bit of’
21 tos_
‘cough’
22 crónica_
‘chronic’
23 pues ya lo sabíamos\
‘well already it (we) knew’
24 (.. 0.50) y nada\
‘and nothing’
25 y que se ahogaba mucho_
‘and that he drowned a lot’
26 que se ahogaba mucho_
‘that he drowned a lot’
27 (… 1.05) y p(e)ro claro_
‘and but, of course’
28 no sabía hasta el punto_
‘no (he) knew until the point’ [= he did not know to which extent]
29 no/
‘no’
30 porque él_
‘because he’
31 decía que no:_
‘said that no:’
32 que nada_
‘that nothing’ [= well]
33 que lo dejáramos que lo dejáramos_
‘That it (we) will leave that (it) will leave’ [= he told us to let it go]
34 y al final_
‘and in (the) end’
35 nada\
‘nothing’
36 pues_
‘well’
37 me puse súper histérica_
‘me (I) got super histerical’
38 llamé una ambulancia_
‘(I) called an ambulance’
39 (INH)
40 y nada\
‘and nothing’
41 y vinieron a busca:rlo y_
‘and came to look (for) him and’
42 (.. 0.32) bueno_
‘well’
43 la sensación esa no/
‘the sensation that no’ [= that sensation]
44 x–
45 los diez minutos esos_
‘the ten minutes those’ [= those ten minutes]
46 ete:rnos_
‘eternal’
47 que se me [hicieron] que—
‘that’
48 ESS: [mhm\]
49 I01: {(AC) yo me pensaba que había tardado mucho la ambulancia_
‘I (me) thought that had taken much the ambulance’ [= the ambulance had taken so long]
50 después me di cuenta que no\
‘then (me) I realized that not’ [= that it didn’t]
51 que había tardado diez minutos_
‘that it had taken ten minutes’
52 y había sido–}
‘and (it) had been’
53 (INH)
54 y estaba mi madre también_
‘and was my mother (there) also’
55 (INH)
56 y nada\
‘and nothing’
57 llegamos de urge:ncias_
‘and we arrived to (the) emergency room’
58 y:_
‘and’
59 bueno\
‘well’
60 nos lo pintaron todo súper negro_
‘they (it) painted everything super black’ [= we were given very bad news]
61 una:_
‘a’
62 (INH)
63 bueno_
‘well’
64 eso que no sabe_
‘that that you (do) not know’ [= the feeling that you don’t know]
65 las horas no pasan_
‘the hours (do) not pass’
66 rápida en ese momento_
‘quick(ly) at that moment’
67 pero después_
‘but then’
68 (INH)
69 (.. 0.60) y nada\
‘and nothing’
70 nos:_
‘us’
71 eso_
‘that’
72 que supongo_
‘that (I) suppose’
73 x y quedé_
‘and I stayed’ [= felt]
74 súper impotente_
‘super impotent’
75 allí_
‘there’
76 que no te dicen na:da_
‘(that) (they) not you say nothing’ [= they don’t say anything to you]
77 y la doctora nos dijo_
‘and the doctor us told’ [= told us]
78 pues:_
‘well’
79 eso\
‘that ‘
80 que había llegado mu(y) justo_
‘(that) (he) had arrived very just’ [= he made it just in time]
81 {(AC) que por la mañana_
‘that in the morning’
82 se tenía que haber traído al médico_}
‘(PRONse) had that have brought to the doctor’ [= the doctor should have been called in]
83 entonces [te sien]tes súper_
‘then (te) (you)feel super’
84 ESS: [mhm\]
‘mhm’
85 I01: m:_
86 (. 0.23) sabes/
‘(you) know’
87 descolocado_
‘misplaced’ (= confused)
88 de qué n- –
‘(of) what’
89 en ese momento_
‘in that moment’
90 parece que te vaya a cambiar toda la vida\
‘(it) seems that you is going to change all the life’ [= your life is going to change]
91 y des[pués_]
‘and then’
92 ESS: [mhm\]
‘mhm’
93 I01: (.. 0.80) bueno ya_
‘well now’ [= then]
94 al final_
‘at last’
95 más o menos_
‘more or less’
96 {(@) está x–}
‘is’
97 está un poco más controlada la cosa\
‘is a bit more controlled the thing’
98 ESS: [1 {(??) te encuentra- –}]
‘you (it) finds’ [= it finds you]
99 I01: [1 mejor\]
‘better’
100 (.. 0.32) [2 sí:\]
‘yes’
101 ESS: [2 te relaja]s\
‘you relax’
102 (.. 0.43) sí\
‘yes’
103 (. 0.24) m[hm\]
‘mhm’
104 I01: [pero a]llí es un::_
‘but there (it) is a’
105 (.. 0.45) {(P) m:_
106 estas situaciones_
‘these situations’
107 que es que no las puedes controlar\}
t’hat is that you no them can control’ [= that you can’t control them]
108 ESS: (. 0.13) mhm\
‘mhm’
109 I01: (.. 0.84) no sé si era esto muy bien_
‘(I) not know if this was all right’ [= I don’t really know if it was like this]
110 {(@) pero_}
‘but’
111 es [lo primero] que me ha venido a la cabeza\
‘it is the first (thing) that me has come to the head’ [= that has come to my mind]
112 ESS: [sí sí\]
‘yes yes’
113 era esto\
‘(it) was this’ [= it was this]
114 [@]
115 I01: [vale\]
‘all right’
Transcript Narrative 1, Non-native Speaker
1. | mmm_yo era una vez en_ |
‘mmm I was once in’ | |
2. | en: España/ |
‘in Spain’ | |
3. | con mi familia/ |
‘with my family’ | |
4. | y mmm_ |
‘and mmm’ | |
5. | cuando estaba allí: mmm_ |
‘when (I) was there’ | |
6. | íbamos a la playa/ todos los_ |
‘(we) went to the beach’ | |
7. | más o menos todos los días |
‘more or less every day’ | |
8. | y un día yo mmm iba a nadar en_ |
‘and one day I mmm was going to swim in’ | |
9. | yo_ fui |
‘I went’ | |
10. | sí fui a nadar en el mar |
‘yes (I) went to swim in the sea’ | |
11. | y_ una ola me me_ o mmm |
‘and a wave me me o mmm’ | |
12. | una ola me_ me_ |
‘a wave me me’ | |
13. | no me tocó pero como me como me me_mmm |
‘not me (I) touched [= it didn’t touch me] but me like me me mmm’ | |
14. | movió? |
‘moved’ | |
15. | o me: trayó |
‘or me bringPAST [ill formed]’ | |
16. | sí/ |
‘yes’ | |
17. | bajo del agua/ |
‘under the water’ | |
18. | y yo mmm yo no pudo: no pude |
‘and I mmm I not canPAST [ill formed] I not could [= I couldn’t]’ | |
19. | ohhh eso es difícil |
‘ohhh that is difficult’ | |
20. | yo no pude mmm |
‘I not could’ | |
21. | yo no yo no mmm |
‘I not I not mmm’ | |
22. | sepa/ |
‘knowSUBJ’ | |
23. | no, no es eso |
‘no, no is that [= it’s not that]’ | |
24. | yo no sabía? Dónde era/ |
‘I not knew? Where was’ | |
25. | {(AC)Yo no sabía dónde era el sol} |
‘I not knew where was the sun’ | |
26. | o el el el aire |
‘or the the the air’ | |
27. | es que yo |
‘is that I’ | |
28. | yo:_ |
‘I ‘ | |
29. | yo me me encon:tré |
‘I me me found (myself)’ | |
30. | completamente desorientada/ |
‘completely disoriented ‘ | |
31. | sí/ |
‘yes’ | |
32. | y yo no sabía cómo mmm |
‘and I not knew how mmm’ | |
33. | cómo |
‘how’ | |
34. | yo no tenía aire/ |
‘I not had’ | |
35. | mmm |
‘mmm’ | |
36. | todavía no tenía aire |
‘still ya no\ had air []’ | |
37. | y: no sabía cómo mmm |
‘and not knew how mmm’ | |
38. | cómo_ |
‘how’ | |
39. | mmm_ |
‘mmm’ | |
40. | te mmm cómo mmm_ |
‘you mmm how mmm’ | |
41. | subir [*salir]/ del agua/ |
‘get up? [*get out] of the water’ | |
42. | se dice así/ |
‘se say like that [= do you say it like that?]’ | |
43. | entonces mmmm era un momento de_ |
‘then mmm (it) was a moment of’ | |
44. | de pánico/ |
‘of panic’ | |
45. | o de/ |
‘or of’ | |
46. | sí/ |
‘yes’ | |
47. | pero mi padre era mmm |
‘but my father was mmm’ | |
48. | a la: a la: rodilla/ |
‘to the to the knee [*shore]’ | |
49. | no |
‘no’ | |
50. | a la orilla/ |
‘to the to the shore’ | |
51. | en la orilla: sí/ |
52. | mi padre era era en la o en la o orilla |
‘my father was was at the o at the shore’ | |
53. | y mmm me: mmm me: mmm me: mmm (….) |
‘and mmm me: mmm me: mmm me: mmm (….)’ | |
54. | me |
‘me’ | |
55. | no sé |
‘(I) not know’ | |
56. | me llevó/ del agua/ |
‘me took of the water’ | |
57. | ENT sacó |
‘got out’ | |
58. | me sacó del agua/ |
‘me took (out) of the water’ | |
59. | y_ mmm |
‘and mmm’ | |
60. | yo no yo no sabía qué hacer o qué decir |
‘I not I not knew what (to) do or what (to) say’ | |
61. | porque yo era tan_ |
‘because I was so’ | |
62. | yo me sentía tan_ |
‘I (me) felt so’ | |
63. | o sentía un_ tal: un tal miedo/ |
‘or (I) felt a such a such fear’ | |
64. | {(AC) que no sabía qué hacer} mmm |
‘that I not knew what (to) do mmm’ | |
65. | o qué pasó/ |
‘or what happened’ | |
66. | pero no es tan es algo tan especial |
‘but not is so is something so special’ | |
67. | pero yo mmm me sentía como mmm |
‘but I mmm me felt like mmm’ | |
68. | o_ como muy mmm |
‘or like very mmm’ | |
69. | era la primera vez que me sentí |
‘(it) was the first time that me (I) felt’ | |
70. | tan tan cercano/ a la muerte/ |
‘so so close to (the) death’ | |
71. | porque yo_ |
‘because I’ | |
72. | es que mmm |
‘(it) is that mmm’ | |
73. | sí |
‘yes’ | |
74. | mi vida es muy tranquila y es muy_ |
‘my life is very quiet and (it) is very’ | |
75. | yo no tengo muy o_ muchos peligros |
‘I not have very or many dangers’ | |
76. | o_ muchos muchas situaciones peligrosas en mi vida |
‘or manyMASC manyFEM situations dangerous in my life’ | |
77. | {(AC) entonces eso era la primera vez que me sentí} mmm |
‘then that was the first time that me (I) felt mmm’ | |
78. | un poco desorientada y también mmm sin aire/ |
‘a bit desoriented and also without air’ | |
79. | como así/ |
‘like that’ | |
80. | y el aire es algo_ |
‘and the air is something’ | |
81. | algo obligatorio sí/ |
‘something compulsory yes’ | |
82. | para vivir/ |
‘for (to) live’ | |
83. | entonces era la pri primera vez que me sentí un poco mmm |
‘then (it) was the fi first time that me (I) felt a bit mmm’ | |
84. | sí/ |
‘yes’ | |
85. | o cercana/ |
‘or closeFEM’ | |
86. | o_ cerca de la muerte/ |
‘or close (of) (the) death’ | |
87. | ENT y dónde fue/ en España/ |
‘and where was (it) in Spain’ | |
88. | En España |
‘In Spain’ | |
89. | en el sur del país/ |
‘in the south of the country’ | |
90. | y mmm |
‘and mmm’ | |
91. | yo estaba ahí con mi familia/ |
‘(I) was there with my family’ | |
92. | y mmm |
‘and mmm’ | |
93. | con una amiga también/ |
‘with a friend too’ | |
94. | es cerca de_ |
‘(it) is near’ | |
95. | o era cerca de Málaga |
‘(it) was near (of) Málaga’ | |
96. | y: mmm |
‘and mmm’ | |
97. | es un pueblo que se llama_ |
‘(it) is a village that is called’ | |
98. | no lo sé |
‘(I) not it know’ | |
99. | no me no me recuerdo del nombre/ |
‘not me not me (I) remind of the name [= I don’t remember its name]’ | |
100. | mmm |
‘mmm’ | |
101. | no me acuerdo del nombre pero_ |
‘not me remind of the name but’ | |
102. | mmm sí |
‘mmm yes’ | |
103. | y eso la hi- |
‘and that it had’ | |
(Abrupt) ending |
Rights and permissions
About this article
Cite this article
Gras, P., Galiana, P. & Rosado, E. Modal and Discourse Marking in L1 & L2 Spanish: A Comparative Analysis of Oral Narratives. Corpus Pragmatics 5, 63–94 (2021). https://doi.org/10.1007/s41701-020-00081-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s41701-020-00081-1