[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595746-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595746-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","so-how-do-english-language-learners-use-so","So How Do English Language Learners Use So","","The study compares use of the discourse marker so between English-dominant speakers and English language learners through analysis of 20 one-on-one audio-recorded sessions (10 per group). Employment of so differs across groups, with English language learners showing a higher frequency of Move so, one of so’s six discursive functions. Results also indicate a limited functional range for learners and an overall lower frequency rate than English-dominant speakers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/so-how-do-english-language-learners-use-so/595746/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/so-how-do-english-language-learners-use-so/595746.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To determine whether English language learners can use the discourse marker so to convey communicative intentions by comparing their use of so’s discursive functions with that of English-dominant speakers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data collected and analyzed?",{"text":68,"@type":64},"The study analyzed 20 one-on-one audio-recorded sessions, with 10 English-dominant speakers and 10 English language learners.",{"name":70,"@type":61,"acceptedAnswer":71},"What key difference did the study find in learners’ use of so?",{"text":72,"@type":64},"Move so was produced with higher frequency by English language learners than by English-dominant speakers, indicating a prominent functional difference.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595746,1792441627,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","So How Do English Language Learners Use So?  \nJessica Lim  \nUniversity of Toronto  \nAbstract  \nThe present article compares the use of the discourse marker so between English-dominant speakers and English language learners through an analysis of 20 one-on-one audio-recorded sessions with 10 English-dominant speakers and 10 English language learners. While employment of the discourse marker by both speaker groups was found to be discrepant, one prominent difference was discovered in the English language learner data. Move so, one of so’s six discursive functions, was produced with a higher frequency by the English language learners. The findings of the study indicate that while the learner group demonstrated a limited range of functions, as did English language learners in prior studies, they also had an overall lower rate of frequency compared to the English-dominant speakers.  \nRésumé  \nCette étude compare l’emploi du marqueur discursif anglais so entre les personnes de langue maternelle anglaise et les apprenants de l’anglais par le biais d’une analyse de 20 séances enregistrées en tête- à -tête avec 10 personnes de langue maternelle anglaise et 10 apprenants de l’anglais. Les résultats démontrent que l’emploi du marqueur discursif par les deux groupes divergent. La différence la plus notable a été découverte dans les données des apprenants de l’anglais. « Move so », une des six fonctions discursives de so, a été employé plus fréquemment par les apprenants de l’anglais. Les conclusions de cette étude confirment les résultats des études précédentes quant à l’emploi d’un éventail limité de fonctions par les apprenants de l’anglais. De plus, ces participants ont employé le marqueur moins fréquemment que les locuteurs natifs.  \nThe Canadian Journal of Applied Linguistics: 21, 1 (2018): 94-122  \nCJAL * RCLA Lim 95  \nSo How Do English Language Learners Use So?  \nIntroduction  \nDespite the growing research on English discourse markers (DMs) in recent years, there is a lack of research on the use of DMs by English language learners (ELLs) . The purpose of the present study was to determine ifELLs are capable of employing the DM, so, to convey their own communicative intentions by examining how their use of so’s different discursive functions compares to that of English-dominant speakers’ (EDSs) . It isnot enough to simply convey words; language learners also need to “convey how those words should be interpreted”(Fox Tree, 2010, p. 270) .  \nBefore going any further, some terminology must be explained. I employ the term dominant language to refer to what is commonly described as one’s “first language”(“L1”),“mother tongue,” or “native language” in other studies. While all of these descriptors refer to the same idea, dominant language is a much clearer and more accurate term, as one’s strongest language may not necessarily be one’s mother tongue or first/native language. A similar idea applies to language learners. The term“English as a second language” is also a flawed label as a learner of English might already speak two or three other languages, making English their third or fourth language. I refer to the participants in this study as ELLs or EDSs. Throughout the paper, however, other terms are used to identify language learners or dominant speakers of a language if a different label was employed in a separate study and should henceforth be understood as being the cited author’s terms. Moreover, I use L1 (one’s first language) and L2 (one’s second language) in later sections for simplicity and readability in comparing the results with previous studies.  \nBroadly speaking, DMs are linguistic elements that signal a procedural message, ora core pragmatic sense that is defined as “a meaning separate from any content meaning of the homophonous form”(Fraser, 1990, p. 395) . There are three essential conditions for a linguistic element to be considered a DM: connectivity, optionality, and non-truthconditionality (Schourup, 1999). They rel","cbCairCdVL2TVWXa","https://ap.wps.com/l/cbCairCdVL2TVWXa","pdf",350270,29,"English","# Introduction\n## Terminology and participant labels\n## What discourse markers are\n## Functions of \"so\"\n## Discourse-level vs clause-level so","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine whether English language learners can use the discourse marker so to convey communicative intentions by comparing their use of so’s discursive functions with that of English-dominant speakers.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The study analyzed 20 one-on-one audio-recorded sessions, with 10 English-dominant speakers and 10 English language learners.\"},{\"question\":\"What key difference did the study find in learners’ use of so?\",\"answer\":\"Move so was produced with higher frequency by English language learners than by English-dominant speakers, indicating a prominent functional difference.\"}]","So How Do English Language Learners Use So | PDF",1792081786,73]