Alisha Reaves is an Assistant Professor of French and Linguistics at Towson University. Her research focuses on the second language acquisition of French. Additional research areas include language and education policy and lexical variation and meaning in French.

• TABLE OF CONTENTSList of TablesList of FiguresAcknowledgements1. Introduction1.1 Discourse Markers in French Society1.2 Discourse Markers in the L2 Classroom1.3 Learner Challenges in Acquiring Discourse Markers1.4 Motivations for Studying L2 Discourse Marker Development1.5 Organization of the Book1.6 References2. What are Discourse Markers?2.1 Terminological Debates2.2 Key Characteristics of Discourse Markers2.3 What (for practical purposes) Counts as a Discourse Marker?2.4 Discourse Markers and Position2.5 Discourse Marker Combinations2.6 Defining Discourse Markers for this Study2.7 References3. Functions of Common French Discourse Markers3.1 Introduction3.2 Alors3.3 Ben3.4 Bon3.5 Donc3.6 En effet3.7 En fait3.8 Enfin3.9 Hein3.10 Mais3.11 Oui3.12 Parce que3.13 Puis3.14 Quoi3.15 Tu sais3.16 Voilà3.17 References4. What Do We Already Know about L2 Discourse Marker Use?4.1 Five Conclusions Drawn from L2 Discourse Marker Research to Date4.2 Can L1 Transfer Explain Learner Discourse Marker Production?4.3 What Sociolinguistic Variables Affect Discourse Marker Use in the L2?4.4 What is the Effect of Study Abroad?4.5 (How) Do Learners Process Discourse Markers that They Hear?4.6 Can Discourse Markers Be Taught?4.7 Refocusing on L2 French Discourse Markers4.8 Conclusion4.9 References5. Methodological Questions in L2 Discourse Marker Research5.1 Introduction5.2 Contrastive or Interlanguage Analysis?5.3 Form-to-function or function-to-form?5.4 The Effects of Tasks and Instruments5.5 The Current Study5.6 Conclusion5.7 References6. How Do Native Speakers Use Discourse Markers?6.1 Introduction6.2 What is the Inventory of Discourse Markers Used by the Native Speakers of French in this Study?6.3 What is the Functional Distribution of Discourse Markers for Native Speakers in this Corpus?6.4 Syntactic Considerations6.5 Sociolinguistic Considerations6.6 Conclusion6.7 References7. How Do Learners of French use Discourse Markers?7.1 Introduction7.2 What is the Inventory of Discourse Markers used by Learners of French?7.3 What is the Distribution of DM to function and How Does the Inventory of DMs and their Functions Change over Time?7.4 Syntactic Considerations7.5 Sociolinguistic Considerations7.6 Conclusion7.7 References8. New Insights and Next Steps in L2 Discourse Marker Research8.1 Introduction8.2 Primary Findings of this Study8.3 Other Contributing Factors to L2 Discourse Marker Acquisition8.4 What can L2 Acquisition Tell us about the Nature of Discourse Markers?8.5 Methodological and Pedagogical Implications8.6 References9. Conclusion9.1 Concluding Remarks9.2 Future Directions9.3 References10. AppendicesAppendix A – Participant ProfilesAppendix B – Native Speaker Discourse Marker InventoryAppendix C – Learner Discourse Marker InventoryReferencesIndex

Alisha Reaves is an Assistant Professor of French and Linguistics at Towson University. Her research focuses on the second language acquisition of French. Additional research areas include language and education policy and lexical variation and meaning in French.

• TABLE OF CONTENTSList of TablesList of FiguresAcknowledgements1. Introduction1.1 Discourse Markers in French Society1.2 Discourse Markers in the L2 Classroom1.3 Learner Challenges in Acquiring Discourse Markers1.4 Motivations for Studying L2 Discourse Marker Development1.5 Organization of the Book1.6 References2. What are Discourse Markers?2.1 Terminological Debates2.2 Key Characteristics of Discourse Markers2.3 What (for practical purposes) Counts as a Discourse Marker?2.4 Discourse Markers and Position2.5 Discourse Marker Combinations2.6 Defining Discourse Markers for this Study2.7 References3. Functions of Common French Discourse Markers3.1 Introduction3.2 Alors3.3 Ben3.4 Bon3.5 Donc3.6 En effet3.7 En fait3.8 Enfin3.9 Hein3.10 Mais3.11 Oui3.12 Parce que3.13 Puis3.14 Quoi3.15 Tu sais3.16 Voilà3.17 References4. What Do We Already Know about L2 Discourse Marker Use?4.1 Five Conclusions Drawn from L2 Discourse Marker Research to Date4.2 Can L1 Transfer Explain Learner Discourse Marker Production?4.3 What Sociolinguistic Variables Affect Discourse Marker Use in the L2?4.4 What is the Effect of Study Abroad?4.5 (How) Do Learners Process Discourse Markers that They Hear?4.6 Can Discourse Markers Be Taught?4.7 Refocusing on L2 French Discourse Markers4.8 Conclusion4.9 References5. Methodological Questions in L2 Discourse Marker Research5.1 Introduction5.2 Contrastive or Interlanguage Analysis?5.3 Form-to-function or function-to-form?5.4 The Effects of Tasks and Instruments5.5 The Current Study5.6 Conclusion5.7 References6. How Do Native Speakers Use Discourse Markers?6.1 Introduction6.2 What is the Inventory of Discourse Markers Used by the Native Speakers of French in this Study?6.3 What is the Functional Distribution of Discourse Markers for Native Speakers in this Corpus?6.4 Syntactic Considerations6.5 Sociolinguistic Considerations6.6 Conclusion6.7 References7. How Do Learners of French use Discourse Markers?7.1 Introduction7.2 What is the Inventory of Discourse Markers used by Learners of French?7.3 What is the Distribution of DM to function and How Does the Inventory of DMs and their Functions Change over Time?7.4 Syntactic Considerations7.5 Sociolinguistic Considerations7.6 Conclusion7.7 References8. New Insights and Next Steps in L2 Discourse Marker Research8.1 Introduction8.2 Primary Findings of this Study8.3 Other Contributing Factors to L2 Discourse Marker Acquisition8.4 What can L2 Acquisition Tell us about the Nature of Discourse Markers?8.5 Methodological and Pedagogical Implications8.6 References9. Conclusion9.1 Concluding Remarks9.2 Future Directions9.3 References10. AppendicesAppendix A – Participant ProfilesAppendix B – Native Speaker Discourse Marker InventoryAppendix C – Learner Discourse Marker InventoryReferencesIndex

Alisha Reaves is an Assistant Professor of French and Linguistics at Towson University. Her research focuses on the second language acquisition of French. Additional research areas include language and education policy and lexical variation and meaning in French.

• TABLE OF CONTENTSList of TablesList of FiguresAcknowledgements1. Introduction1.1 Discourse Markers in French Society1.2 Discourse Markers in the L2 Classroom1.3 Learner Challenges in Acquiring Discourse Markers1.4 Motivations for Studying L2 Discourse Marker Development1.5 Organization of the Book1.6 References2. What are Discourse Markers?2.1 Terminological Debates2.2 Key Characteristics of Discourse Markers2.3 What (for practical purposes) Counts as a Discourse Marker?2.4 Discourse Markers and Position2.5 Discourse Marker Combinations2.6 Defining Discourse Markers for this Study2.7 References3. Functions of Common French Discourse Markers3.1 Introduction3.2 Alors3.3 Ben3.4 Bon3.5 Donc3.6 En effet3.7 En fait3.8 Enfin3.9 Hein3.10 Mais3.11 Oui3.12 Parce que3.13 Puis3.14 Quoi3.15 Tu sais3.16 Voilà3.17 References4. What Do We Already Know about L2 Discourse Marker Use?4.1 Five Conclusions Drawn from L2 Discourse Marker Research to Date4.2 Can L1 Transfer Explain Learner Discourse Marker Production?4.3 What Sociolinguistic Variables Affect Discourse Marker Use in the L2?4.4 What is the Effect of Study Abroad?4.5 (How) Do Learners Process Discourse Markers that They Hear?4.6 Can Discourse Markers Be Taught?4.7 Refocusing on L2 French Discourse Markers4.8 Conclusion4.9 References5. Methodological Questions in L2 Discourse Marker Research5.1 Introduction5.2 Contrastive or Interlanguage Analysis?5.3 Form-to-function or function-to-form?5.4 The Effects of Tasks and Instruments5.5 The Current Study5.6 Conclusion5.7 References6. How Do Native Speakers Use Discourse Markers?6.1 Introduction6.2 What is the Inventory of Discourse Markers Used by the Native Speakers of French in this Study?6.3 What is the Functional Distribution of Discourse Markers for Native Speakers in this Corpus?6.4 Syntactic Considerations6.5 Sociolinguistic Considerations6.6 Conclusion6.7 References7. How Do Learners of French use Discourse Markers?7.1 Introduction7.2 What is the Inventory of Discourse Markers used by Learners of French?7.3 What is the Distribution of DM to function and How Does the Inventory of DMs and their Functions Change over Time?7.4 Syntactic Considerations7.5 Sociolinguistic Considerations7.6 Conclusion7.7 References8. New Insights and Next Steps in L2 Discourse Marker Research8.1 Introduction8.2 Primary Findings of this Study8.3 Other Contributing Factors to L2 Discourse Marker Acquisition8.4 What can L2 Acquisition Tell us about the Nature of Discourse Markers?8.5 Methodological and Pedagogical Implications8.6 References9. Conclusion9.1 Concluding Remarks9.2 Future Directions9.3 References10. AppendicesAppendix A – Participant ProfilesAppendix B – Native Speaker Discourse Marker InventoryAppendix C – Learner Discourse Marker InventoryReferencesIndex