%PDF-1.4 % 62 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (175)Tj ET EMC /P <>BDC BT 10 0 0 10 256.1186 579.2483 Tm (UDK)Tj ET EMC /P <>BDC BT 10 0 0 10 282.2276 579.2483 Tm ( 81243)Tj ET EMC /P <>BDC BT 10 0 0 10 313.0576 579.2483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 79.3699 564.8483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 282.2276 564.8483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 284.7275 564.8483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 79.3699 550.4483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 81.8699 550.4483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 79.3699 536.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 256.1186 536.0483 Tm (Primljeno: 20. 05. 2020. )Tj ET EMC /P <>BDC BT 10 0 0 10 358.3403 536.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 79.3699 518.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 104.3699 518.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 256.1186 500.0483 Tm (Izvorni nauni rad)Tj ET EMC /P <>BDC BT 10 0 0 10 329.4193 500.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 256.1186 482.0483 Tm (Original scientific paper)Tj ET EMC /P <>BDC BT 10 0 0 10 353.3012 482.0483 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 79.3699 464.0483 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 454.0483 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 65.1967 444.0483 Tm (Mirjana Matea Kova, Eva Jakupevi)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 248.8076 444.0483 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 429.6483 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 79.3699 415.2483 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 104.1199 415.2483 Tm ( )Tj ET EMC /P <>BDC BT 12.6 0 0 14 65.2036 400.8484 Tm [(DISCOURSE MARKER USE IN L2 ENGLISH: )55.2(A)55.2( CASE STUDY)]TJ ET EMC /P <>BDC BT 12.6 0 0 14 419.7137 400.8484 Tm ( )Tj ET EMC /P <>BDC BT 12.6 0 0 14 65.2036 386.4484 Tm (WITH ENGINEERING STUDENTS )Tj ET EMC /P <>BDC BT 12.6 0 0 14 267.9047 386.4484 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 372.0483 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 93.5432 357.6483 Tm .0058 Tw (As essential elements of pragmatic and communicative competence, discourse markers \(DMs\))Tj ET EMC /P <>BDC BT 9 0 0 9 433.7015 357.6483 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 343.2484 Tm -.0202 Tw [(can help L2 learners not only to sound more natural, but also to cope with the dif)18.1(ficulties posed)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.701 343.2484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 328.8484 Tm .0288 Tw [(by speaking in a foreign language. However)40.1(, research has mostly shown that L2 learners tend)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7015 328.8484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 314.4484 Tm .0342 Tw [(to use DMs dif)18.1(ferently to L1 speakers - less frequently)65(, with a narrower range or for dif)18.1(ferent)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7014 314.4484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 300.0484 Tm .01 Tc .191 Tw (functions. Due to the great importance of these linguistic elements in L2 speech, more)Tj ET EMC /P <>BDC BT 9 0 0 9 433.7019 300.0484 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 285.6484 Tm -.0316 Tw [(information is needed about how learners from dif)18.1(ferent linguistic backgrounds and in dif)18.1(ferent)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7011 285.6484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 271.2484 Tm -.008 Tc -.0295 Tw [(contexts use DMs. )18.1(The present study aims to expand the existing knowledge by providing insight)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.6984 271.2484 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 256.8484 Tm -.0192 Tw [(into the DM use of 33 Croatian Engineering students \(upper)20(-intermediate L2 English speakers\))]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7012 256.8484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 242.4484 Tm .0017 Tc .0608 Tw [(in a repeated narrative task in English. )18.1(The results point to a very poor performance when it)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.699 242.4484 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 228.0484 Tm .0536 Tw (comes to the range of DMs utilized, with the basic DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 299.3069 228.0484 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 315.5392 228.0484 Tm .0536 Tw (overwhelmingly used to achieve)Tj ET EMC /P <>BDC BT 9 0 0 9 433.701 228.0484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 213.6484 Tm -.0231 Tw [(coherence in the narratives. )18.1(The reason for this result most likely lies in the unnatural input that)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7014 213.6484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 199.2484 Tm -.031 Tw (learners are exposed to in the classroom environment, as well as the lack of focus on these units)Tj ET EMC /P <>BDC BT 9 0 0 9 433.7009 199.2484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 184.8485 Tm .0082 Tc .0543 Tw [(in L2 education and relevant materials. )18.1(Thus, our results point to a necessity to address the)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7009 184.8485 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 170.4484 Tm .0581 Tw [(inclusion of DMs both in EFL)37.1( teacher education programmes, as well as programmes for L2)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7012 170.4484 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 156.0484 Tm (learners.)Tj ET EMC /P <>BDC BT 9 0 0 9 124.2741 156.0484 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 93.5432 141.6484 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 9 0 0 9 93.5432 127.2485 Tm -.0367 Tw (Key words:)Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 137.4571 127.2485 Tm [( discourse markers; speech fluency; pragmatic competence; pragmatic fossilization)]TJ ET EMC /P <>BDC BT 9 0 0 9 433.7012 127.2485 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 112.8485 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 98.4484 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 79.3699 84.0485 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 63 0 obj <>/ExtGState<>>> endobj 80 0 obj <> endobj 81 0 obj <> endobj 82 0 obj <> endobj 83 0 obj <> endobj 86 0 obj <> endobj 89 0 obj <> endobj 98 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (176)Tj ET EMC /P <>BDC BT /F3 1 Tf 12 0 0 12 48.189 578.571 Tm (1. INTRODUCTION)Tj ET EMC /P <>BDC BT 12 0 0 12 156.2007 578.571 Tm ( )Tj ET EMC /P <>BDC BT 12 0 0 12 48.189 564.1711 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 549.7711 Tm .0025 Tc .06 Tw (Discourse markers \(DMs\), words and phrases such as )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 293.4639 549.7711 Tm [(you know)74.2(, I mean, well )]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 400.7558 549.7711 Tm 0 Tw (and)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 549.7711 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 48.189 535.3711 Tm (yeah, )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 74.1855 535.3711 Tm -.0244 Tw (are ubiquitous in natural, spontaneous speech, all the while eluding conclusive)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 535.3711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 520.9711 Tm .0374 Tw [(definitions and strict taxonomies. )55.2(As multifunctional linguistic units which support)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6935 520.9711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 506.5711 Tm .0125 Tw (interaction, DMs serve to connect an utterance to its co-text and/or context \(Buysse)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 506.5711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 492.1711 Tm -.0052 Tw [(2012; Romero-T)35.2(rillo 2013\). )18(They create the interactive bonds between interlocutors)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 492.1711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 477.7711 Tm .0591 Tw (and guide them through communication, helping them draw conclusions about the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 477.7711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 463.3711 Tm -.0101 Tw [(direction the interaction is heading in by signalling the speaker)-37.1()55.2(s)0( communicative in)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0306 463.3711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 448.9711 Tm .0313 Tw (tention \(Fraser 1999; Iglesias Moreno 2001\), which makes DMs essential elements)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 448.9711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 434.5711 Tm .01 Tc .0527 Tw [(of unplanned, spontaneous communication \(Fox )18.1(T)35.2(ree 2010\).These units function)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.694 434.5711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 420.1711 Tm .01 Tc .1057 Tw (meta-pragmatically by supporting ongoing communication independently of the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.694 420.1711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 405.7711 Tm -.0183 Tw [(propositional content or the syntactic structure of the utterance \(de Klerk 2005\). )18.1(The)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6932 405.7711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 391.3711 Tm -.0293 Tw (original propositional meaning of DMs has been modified, and they have adopted a)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6932 391.3711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 376.9711 Tm -.0012 Tc -.0363 Tw [(communicative status that weaves the net of discourse between the addressor)40(, the ad)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0314 376.9711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 362.5711 Tm -.0085 Tw [(dressee, and the context of a given message \(Romero-T)35.2(rillo 2013: 1\). Syntactically)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 362.5711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 348.1711 Tm .0362 Tw (optional, DMs do not add to the propositional content of the utterance, nor do they)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 348.1711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 333.7712 Tm .046 Tw [(modify its semantic content in any way \(Mller 2005\). )18(When these linguistic units)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 333.7712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 319.3712 Tm -.0045 Tc -.033 Tw (are left out of the utterance, the sentence remains grammatically correct and its mean)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0279 319.3712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 304.9712 Tm -.0246 Tw [(ing is not lost; however)40(, it becomes less clear \(de Klerk 2005; Mller 2005\). In other)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6938 304.9712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 290.5712 Tm .0177 Tw (words, DMs focus on the way communication is negotiated rather than on its con)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0306 290.5712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 276.1712 Tm [(tent \(Fox )18.1(T)35.2(ree 2010: 270\).)]TJ ET EMC /P <>BDC BT 11 0 0 11 168.8775 276.1712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 261.7712 Tm .0175 Tw (There is no definitive list of units belonging to this group or their functions, and)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 261.7712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 247.3712 Tm .0508 Tw [(the lar)18.1(ge number of corpus-based studies, usually focusing on a limited number of)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 247.3712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 232.9712 Tm -.0018 Tc -.0357 Tw (these units, add to the confusion by revealing an increasing number of context-bound)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6904 232.9712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 218.5712 Tm .0606 Tw [(uses. )18.1(The reason for this lies in the simple fact that DMs can do many things, and)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 218.5712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 204.1712 Tm -.0172 Tw [(their functions can be conceptualized as a long list of varying roles \(Fox )18.1(T)35.2(ree 2010\).)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 204.1712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 189.7712 Tm .0252 Tw [(However)40(, a division commonly referenced in research is that into textual and inter)]TJ ET EMC /Span <>BDC BT 11 0 0 11 412.8103 189.7712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 175.3712 Tm .003 Tw [(personal functions of DMs. )55.2(According to Brinton \(1996\), DMs function textually to)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 175.3712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 160.9713 Tm .0007 Tw (start and close the discourse, as an aid in turn-taking, as a filler or hesitation device,)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 160.9713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 146.5712 Tm -.0061 Tc -.0314 Tw (to mark boundaries in talk, mark old or new information, mark sequential dependence)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6956 146.5712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 132.1712 Tm .0624 Tw [(and for repairs. Interpersonally)65(, they function to express responses or reactions, as)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 132.1712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 117.7712 Tm (back-channel signals, to achieve cooperation and sharing or as face-savers.)Tj ET EMC /P <>BDC BT 11 0 0 11 377.7432 117.7712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 103.3712 Tm -.007 Tc -.0305 Tw (Their prevalence in discourse has led them to be the subject of studies from a num)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0322 103.3712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 88.9713 Tm .0011 Tc .0614 Tw [(ber of dif)18.1(ferent perspectives \(see e.g. Maschler and Schif)18.1(frin \(2015\) for a detailed)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.693 88.9713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 74.5712 Tm -.0013 Tw (overview\), with little agreement among researchers on even the basic issues such as)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 74.5712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 99 0 obj <>/ExtGState<>>> endobj 105 0 obj <> endobj 106 0 obj <> endobj 109 0 obj <> endobj 110 0 obj <> endobj 111 0 obj <> endobj 122 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (177)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 579.071 Tm -.0014 Tc -.0361 Tw [(the name or the scope of this essential group of linguistic elements. However)40.1(, despite)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6987 579.071 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 564.6711 Tm .0624 Tw (the lack of consensus when it comes to the technical matters, there is an overall)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7011 564.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 550.2711 Tm -.006 Tc -.0315 Tw (understanding that these units play an indispensable role in the pragmatic competence)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7004 550.2711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 535.8711 Tm .0088 Tc .0537 Tw [(of speakers \(Hasselgren 2002\). )18.1(Their great importance for achieving fluency and)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6987 535.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 521.4711 Tm .0063 Tc .0562 Tw (pragmatic competence, which in turn represents a key element of communicative)Tj ET EMC /P <>BDC BT 11 0 0 11 433.701 521.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 507.0711 Tm -.0368 Tw (competence, makes discourse markers highly relevant for L2 learners. Not only does)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 507.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 492.6711 Tm -.0164 Tw (the correct use of DMs contribute to natural-sounding speech \(de Klerk 2005\), but it)Tj ET EMC /P <>BDC BT 11 0 0 11 433.701 492.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 478.2711 Tm -.0252 Tw [(can also assist L2 speakers in understanding the connections and relevance of dif)18.1(fer)]TJ ET EMC /Span <>BDC BT 11 0 0 11 429.818 478.2711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 463.8711 Tm .002 Tw [(ent parts of conversations, at the same time reducing the ef)18.1(fort that is needed for in)]TJ ET EMC /Span <>BDC BT 11 0 0 11 429.8181 463.8711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 449.4711 Tm [(formation processing \(W)80.1(ei 201)37.1(1\). )]TJ ET EMC /P <>BDC BT 11 0 0 11 215.727 449.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 435.0711 Tm -.0346 Tw [(Existing studies of the DM use of L2 speakers lar)18.1(gely compare them to L1 speak)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0383 435.0711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 420.6711 Tm .0022 Tw [(ers and often point at dif)18.1(ferences between these two groups, with L2 speakers using)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7016 420.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 406.2711 Tm -.0358 Tw [(DMs less frequently than L1 speakers or using them in for dif)18.1(ferent functions. In one)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 391.8711 Tm .0606 Tw (of the most cited studies in this area, Mller \(2005\) compared the frequencies and)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7012 391.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 377.4711 Tm -.0055 Tw (functions of four DMs \()Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 170.0507 377.4711 Tm [(well, so, you know)74.2(, like)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 271.3329 377.4711 Tm (\) in the speech of L1 \(American\) and)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7016 377.4711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 363.0711 Tm -.0323 Tw [(L2 \(German\) speakers of English, university students. )55.2(Although the two groups used)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 363.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 348.6711 Tm .0031 Tc .0594 Tw [(the DMs in similar ways, the dif)18.1(ferences between them lay in the fact that the L2)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6987 348.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 334.2712 Tm -.0291 Tw (speakers used the DMs less frequently and with a narrower range of functions, while)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 334.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 319.8712 Tm -.035 Tw (completely disregarding some. Interaction and contact with L1 speakers were shown)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7011 319.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 305.4712 Tm -.0013 Tc -.0362 Tw [(to contribute to DM use more similar to that of L1 speakers. Similarly)64.9(, )55.2(Aijmer \(201)37.1(1\))]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7034 305.4712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 291.0712 Tm -.0301 Tw (found that Swedish learners of English used the DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 295.3214 291.0712 Tm 0 Tw (well )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 316.0724 291.0712 Tm -.0301 Tw [(for dif)18.1(ferent functions than)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 291.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 276.6712 Tm -.0007 Tc -.0368 Tw (their L1 counterparts, which she contributes to the fact that they are L2 speakers who)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6989 276.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 262.2712 Tm .0033 Tw [(have dif)18.1(ferent needs when it comes to communication and interaction. )18(The ef)18.1(fect of)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 262.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 247.8712 Tm .0022 Tc .0603 Tw (proficiency on DM use was the focus of a study by Neary-Sundquist \(2014\), who)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6993 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 233.4712 Tm .049 Tw (compared L2 \(Chinese and Korean\) speakers of English on four proficiency levels)Tj ET EMC /P <>BDC BT 11 0 0 11 433.701 233.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 219.0712 Tm .018 Tw (with their L1 counterparts. Her results indicate that the frequency and range of DM)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 219.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 204.6712 Tm .0013 Tc .0612 Tw [(use grows with proficiency)65(. However)40.1(, although the learners at the highest level of)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7029 204.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 190.2712 Tm .0008 Tw (proficiency use DMs almost as frequently as L1 speakers, they still used a narrower)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7011 190.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 175.8712 Tm -.0355 Tw [(range of these units. )18.1(W)80.1(ei \(201)37.1(1\) showed that more advanced learners were more suc)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0382 175.8712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 161.4713 Tm -.0095 Tc -.028 Tw [(cessful at adapting to the context than learners with a lower proficiency)65(, they exhibited)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6991 161.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 147.0712 Tm -.0206 Tw [(more spontaneity in speech and were more ef)18.1(ficient in managing interaction and im)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0382 147.0712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 132.6712 Tm (plementing the social functions of language.)Tj ET EMC /P <>BDC BT 11 0 0 11 260.0869 132.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 118.2712 Tm -.0022 Tc -.0353 Tw (Regardless of their importance for successful communication in an L2, DMs have)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7024 118.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 103.8713 Tm .0454 Tw [(been shown to be neglected in the classroom context. For example, EFL)37.1( textbooks)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 103.8713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 89.4713 Tm .0012 Tc .0613 Tw (have been found to lack pragmatic content in general \(Ren, Han 2016\), as well as)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6996 89.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 75.0712 Tm .0288 Tw (discourse markers, which often seem to be presented inadequately to learners, with)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 75.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 123 0 obj <>/ExtGState<>>> endobj 129 0 obj <> endobj 130 0 obj <> endobj 143 0 obj <> endobj 144 0 obj <> endobj 147 0 obj <> endobj 156 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (178)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 579.071 Tm .0056 Tw (incomplete information about the range of their possible roles or the necessary con)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0306 579.071 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 564.6711 Tm -.0319 Tw [(textual information \(Lam 2009\). )18(The general input that learners are exposed to in the)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 564.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 550.2711 Tm .0056 Tw (classroom, i.e. teacher talk, has also been described as potentially unsuitable for the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6938 550.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 535.8711 Tm -.0069 Tc -.0306 Tw [(successful acquisition of these units. )18.1(T)69.8(eachers)74.2( language in general might be restricted)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6929 535.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 521.4711 Tm .0074 Tc .0551 Tw (by the inherent specificities of the educational context, while those who are non-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 507.0711 Tm .0003 Tc .0622 Tw (native speakers might not have the adequate level of pragmatic competence them)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0314 507.0711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 492.6711 Tm .01 Tc .0536 Tw (selves to illustrate natural language which would contain a variety of these units)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6939 492.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 478.2711 Tm [(\(Hellermann, )18.1(V)110.9(e)0(r)18.1(gun 2007; Mller 2005; Romero-T)35.2(rillo 2002\). )]TJ ET EMC /P <>BDC BT 11 0 0 11 329.3765 478.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 463.8711 Tm .0149 Tw (Despite the increasing number of studies of DMs in the area of second language)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 463.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 449.4711 Tm -.0214 Tw (acquisition, it remains of key importance to gain as much insight as possible into the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 449.4711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 435.0711 Tm -.0313 Tw [(production of L2 learners from dif)18.1(ferent language backgrounds, with dif)18.1(ferent levels)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6935 435.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 420.6711 Tm .0078 Tc .0547 Tw [(of proficiency and in dif)18.1(ferent contexts in order to form a more complete picture)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6951 420.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 406.2711 Tm -.0055 Tw (which could serve to inform and facilitate L2 learning practices. For this reason, the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 391.8711 Tm .0003 Tw (aim of this study is to provide insight into the frequency and diversity of DM use of)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 391.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 377.4711 Tm (Croatian students, speakers of L2 English, in a repeated narrative task.)Tj ET EMC /P <>BDC BT 11 0 0 11 358.2299 377.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 363.0711 Tm ( )Tj ET EMC /P <>BDC /GS3 gs BT /F3 1 Tf 11 0 0 11 62.3622 348.6711 Tm 0 .902 .976 0 k ( )Tj ET EMC /P <>BDC /GS2 gs BT 12 0 0 12 48.189 334.2712 Tm 0 0 0 1 k (2. PROCEDURES)Tj ET EMC /P <>BDC BT 12 0 0 12 142.8647 334.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 319.8712 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 305.4712 Tm -.019 Tw (The overall aim of the present study was to determine the frequency and diversity of)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 305.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 291.0712 Tm -.0035 Tc -.034 Tw [(DM use of Croatian university students, EFL)37.1( learners with a high level of proficiency)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6954 291.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 276.6712 Tm -.005 Tc -.0325 Tw [(in the English language, in a repeated narrative task. )55.2(A)55.2( total of 33 Croatian EFL)37.2( learn)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0301 276.6712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 262.2712 Tm -.0218 Tw [(ers \(Learner 1 Learner 33\) participated in in this small-scale, preliminary study)65(, all)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 262.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 247.8712 Tm .0104 Tw (of them first-year students of Electrical Engineering at the Faculty of Electrical En)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0307 247.8712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 233.4712 Tm -.0091 Tw [(gineering, Mechanical Engineering and Naval )55.2(Architecture, University of Split. )18(The)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 233.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 219.0712 Tm .0009 Tw [(students reported similar backgrounds when it comes to their EFL)37.1( experience. )18.1(They)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6935 219.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 204.6712 Tm .0413 Tw (all learnt English in primary and secondary school and/or foreign language school,)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 204.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 190.2712 Tm .0199 Tw (and none of them had spent more than ten consecutive days in an English-speaking)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 190.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 175.8712 Tm -.0268 Tw [(country)65(. )18.1(The students were selected according to the results of the secondary school-)]TJ ET EMC /P <>BDC BT 11 0 0 11 48.189 161.4713 Tm .0031 Tw (leaving examination \(the Croatian State Matura Exam\) in English, in which they all)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 161.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 147.0712 Tm -.0165 Tw [(scored excellent or very good grades at the highest level of the exam \(B2 level\). )18(The)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 147.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 132.6712 Tm (study was conducted in the academic year 2016/2017.)Tj ET EMC /P <>BDC BT 11 0 0 11 285.8384 132.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 118.2712 Tm -.0123 Tw [(For the purposes of the study)65(, a narrative task was used requiring the participants)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 118.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 103.8713 Tm -.0252 Tw (to tell a story based on images, which has frequently been used in similar research to)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 103.8713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 89.4713 Tm -.0042 Tc -.0333 Tw [(date \(e.g. Kormos, Dnes 2004\). )18.1(The chosen task was taken from a popular collection)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6924 89.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 75.0712 Tm -.0357 Tw (of cartoons used for the purposes of similar studies measuring aspects of spoken per)Tj ET EMC /Span <>BDC BT 11 0 0 11 412.8099 75.0712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 157 0 obj <>/ExtGState<>>> endobj 164 0 obj <> endobj 165 0 obj <> endobj 166 0 obj <> endobj 169 0 obj <> endobj 170 0 obj <> endobj 187 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (179)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 579.3381 Tm -.0076 Tw [(formance \(fluency)65(, grammatical correctness, lexical diversity and similar\) \(Kormos,)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 579.3381 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 564.9381 Tm -.0009 Tc -.0366 Tw [(Dnes 2004; Riazantseva 2001; etc.\). )18.1(The task is relatively simple because it is struc)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0363 564.9381 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 550.5381 Tm .0064 Tw [(tured and its content very familiar)55.2(. )18.1(The six drawings with related content satisfy the)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 550.5381 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 536.1381 Tm .018 Tw (criterion of structuredness as the action has a beginning, a middle and a predictable)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 536.1381 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 521.7381 Tm .06 Tw [(ending with a clearly set out chronology of the action sequence \(T)69.8(avakoli, Skehan)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 521.7381 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 507.3381 Tm .0083 Tc .0542 Tw [(2005\). )18.1(The words and phrases necessary to form the story)64.9(, in which a man and a)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.702 507.3381 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 492.9381 Tm .0146 Tw (woman with a dog meet in a park, get married and finally part ways, are familiar to)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 492.9381 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 478.5381 Tm -.0012 Tw (the speakers because they require the knowledge of very frequent formulaic expres)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0383 478.5381 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 464.1382 Tm -.0025 Tc -.035 Tw [(sions. )18.1(The study includes the forming of a story on the basis of images in such a man)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.038 464.1382 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 449.7382 Tm -.0012 Tc -.0363 Tw [(ner that the listener who cannot see the images can understand and correctly interpret)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7015 449.7382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 435.3382 Tm -.0278 Tw [(the speaker)-37.1()55.2(s)0( story)65(. )18.1(The participants could choose to tell the story in the present, past)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 435.3382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 420.9382 Tm -.0097 Tw [(or future tense and were not restricted by time. )18.1(They had 30 seconds to prepare. )18.1(The)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 420.9382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 406.5382 Tm -.0044 Tc -.0331 Tw (tasks were performed in a room at the Faculty in very informal surroundings in which)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6982 406.5382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 392.1382 Tm -.002 Tc -.0355 Tw [(the listener sat across from the speaker)40.1(, recording the narrative. )55.2(After telling the story)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7007 392.1382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 377.7382 Tm -.0088 Tw [(once, the participant was asked to tell the same story again. )18(T)69.8(ask repetition has been)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 377.7382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 363.3382 Tm .042 Tw [(shown to have a positive influence on speaker fluency \(e.g. de Jong, Perfetti 201)37.1(1;)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 363.3382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 348.9382 Tm -.0341 Tw [(Lambert, Kromos, Min 2017\), as in the first try)65(, attention is often focused on the task)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 348.9382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 334.5382 Tm -.0093 Tc -.0282 Tw (itself. For this reason, we can expect that in the second, more relaxed and fluent round,)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6983 334.5382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 320.1382 Tm [(the students would structure their stories better)40.1(, using a lar)18.1(ger range of DMs. )]TJ ET EMC /P <>BDC BT 11 0 0 11 405.1655 320.1382 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 305.7382 Tm .01 Tc .064 Tw [(The story was recorded and processed using the )55.2(Audacity software, and tran)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0386 305.7382 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 291.3382 Tm .0003 Tc .0622 Tw (scribed for analysis. In the identification of DMs, a list of DMs provided by Fung)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7009 291.3382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 276.9382 Tm .0562 Tw [(and Carter \(2007\) was used. )18(The analysis of DMs was performed manually)65(, as the)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 276.9382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 262.5382 Tm .0085 Tw (status and meaning of these units depends on the context. For example, the word )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 423.9202 262.5382 Tm 0 Tw (so)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 433.701 262.5382 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 248.1382 Tm -.0154 Tw [(has many non-DM functions, e.g. a part of the phrase so far meaning until now)65(, or)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7009 248.1382 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 233.7383 Tm .0067 Tw [(an adverb meaning very \(e.g. It)55.2(s )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 223.237 233.7383 Tm 0 Tw (so )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 235.8414 233.7383 Tm .0067 Tw [(good\). )55.2(Another example of a word with mul)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0383 233.7383 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 219.3383 Tm -.006 Tc -.0315 Tw (tiple functions is )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 138.9745 219.3383 Tm 0 Tw (and.)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 157.9594 219.3383 Tm -.0315 Tw [( )55.2(According to Fraser \(1999\), when the word )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 348.1531 219.3383 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 366.7916 219.3383 Tm -.0315 Tw (connects whole)Tj ET EMC /P <>BDC BT 11 0 0 11 433.6996 219.3383 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 204.9383 Tm .0167 Tw (utterances \(sentences\), or when it appears at the initial position in an utterance, it is)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 204.9383 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 190.5383 Tm .0005 Tw (a DM, while when it connects single words or phrases \(e.g. bread )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 355.7749 190.5383 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 375.0309 190.5383 Tm .0005 Tw (butter\), it is a)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 190.5383 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 176.1382 Tm .01 Tc .0686 Tw [(conjunction. )18.1(Thus, not all of the occurrences of these words in the corpus were)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7017 176.1382 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 161.7383 Tm .0193 Tw (counted as DMs. In line with Fuller \(2003\), the following characteristics were used)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 161.7383 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 147.3383 Tm (as the criteria for determining the status of a word or phrase as a DM:)Tj ET EMC /P <>BDC BT 11 0 0 11 371.2631 147.3383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 132.9383 Tm (1\))Tj ET EMC /P <>BDC BT 11 0 0 11 90.8777 132.9383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 132.9383 Tm (DMs are used to signal the relationship between discourse units. )Tj ET EMC /P <>BDC BT 11 0 0 11 382.0125 132.9383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 118.5384 Tm (2\))Tj ET EMC /P <>BDC BT 11 0 0 11 90.8777 118.5384 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 118.5384 Tm (DMs are grammatically optional.)Tj ET EMC /P <>BDC BT 11 0 0 11 242.3909 118.5384 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 104.1383 Tm (3\))Tj ET EMC /P <>BDC BT 11 0 0 11 90.8777 104.1383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 104.1383 Tm .0189 Tw (DMs do not change the truth conditions of the propositions in the utterances )Tj ET EMC /P <>BDC BT 11 0 0 11 436.6593 104.1383 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 89.7383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 89.7383 Tm (they frame \(Schourup 1999, as cited in Fuller 2003\).)Tj ET EMC /P <>BDC BT 11 0 0 11 327.324 89.7383 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 75.3383 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 188 0 obj <>/ExtGState<>>> endobj 214 0 obj <> endobj 219 0 obj <> endobj 229 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (180)Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 579.071 Tm .0087 Tw (Due to a lack of a clear definition of discourse markers, the listed characteristics)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 579.071 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 564.6711 Tm [(also constitute a definition of these units used in the present study)65(. )]TJ ET EMC /P <>BDC BT 11 0 0 11 342.2832 564.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 550.2711 Tm (Examples from the transcripts:)Tj ET EMC /P <>BDC BT 11 0 0 11 197.6869 550.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 535.8711 Tm (Learner 1)Tj ET EMC /P <>BDC BT 11 0 0 11 104.8047 535.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.4062 521.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 521.4711 Tm .0059 Tc (and)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .537 w 10 M [] 0 d q 1 0 0 1 76.156 520.173 cm 0 0 m 16.078 0 l S Q EMC /P <>BDC BT 11 0 0 11 92.2338 521.4711 Tm .0566 Tw [( that dinner developed erer)55.2(... )]TJ ET EMC /P <>BDC BT 11 0 0 11 225.6477 521.4711 Tm 0 Tw (and)Tj ET EMC /Artifact <>BDC q 1 0 0 1 225.648 520.173 cm 0 0 m 16.078 0 l S Q EMC /P <>BDC BT 11 0 0 11 241.7254 521.4711 Tm .0566 Tw [( they started to liking each other)55.2(... )]TJ ET EMC /P <>BDC BT 11 0 0 11 400.6822 521.4711 Tm 0 Tw (and)Tj ET EMC /Artifact <>BDC q 1 0 0 1 400.682 520.173 cm 0 0 m 16.011 0 l S Q EMC /P <>BDC BT 11 0 0 11 416.6948 521.4711 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 420.1323 521.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 507.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 507.0711 Tm -.0052 Tc -.0323 Tw (eventually they got married.... )Tj ET EMC /P <>BDC BT 11 0 0 11 207.912 507.0711 Tm 0 Tw (and)Tj ET EMC /Artifact <>BDC q 1 0 0 1 207.912 505.773 cm 0 0 m 15.71 0 l S Q EMC /P <>BDC BT 11 0 0 11 223.6221 507.0711 Tm -.0323 Tw [( in the last scene we can see the man walking)-5.2( )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.0324 507.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 492.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 492.6711 Tm .0095 Tw (the dog alone...)Tj ET EMC /P <>BDC BT 11 0 0 11 143.8743 492.6711 Tm 0 Tw (and)Tj ET EMC /Artifact <>BDC q 1 0 0 1 143.874 491.373 cm 0 0 m 15.882 0 l S Q EMC /P <>BDC BT 11 0 0 11 159.7566 492.6711 Tm .0095 Tw [( it is probably because the woman died or something...)]TJ ET EMC /P <>BDC BT 11 0 0 11 400.8113 492.6711 Tm 0 Tw (an)Tj ET EMC /Artifact <>BDC q 1 0 0 1 400.811 491.373 cm 0 0 m 10.382 0 l S Q EMC /P <>BDC BT 11 0 0 11 411.1937 492.6711 Tm (d )Tj ET EMC /P <>BDC BT 11 0 0 11 419.5481 492.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 478.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 478.2711 Tm [(that)55.2(s it)]TJ ET EMC /P <>BDC BT 11 0 0 11 108.8499 478.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 463.8711 Tm (Learner 2)Tj ET EMC /P <>BDC BT 11 0 0 11 104.8047 463.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 449.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1561 449.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 449.4711 Tm (so)Tj ET EMC /Artifact <>BDC q 1 0 0 1 76.156 448.173 cm 0 0 m 9.7808 0 l S Q EMC /P <>BDC BT 11 0 0 11 85.9368 449.4711 Tm .0034 Tw ( this guy named Dean is walking around the park is like really stressed out. )Tj ET EMC /P <>BDC BT 11 0 0 11 419.481 449.4711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 435.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 435.0711 Tm .0258 Tw [(He hasn)18.1(t got he hasn)18.1(t got his salary on time...)]TJ ET EMC /P <>BDC BT 11 0 0 11 286.0478 435.0711 Tm 0 Tw (and)Tj ET EMC /Artifact <>BDC q 1 0 0 1 286.048 433.773 cm 0 0 m 15.882 0 l S Q EMC /P <>BDC BT 11 0 0 11 301.9301 435.0711 Tm .0258 Tw [( suddenly he sees this girl )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.7274 435.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 420.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 420.6711 Tm -.001 Tc -.0365 Tw (named Petra. She is erer walking her dog and they see they look alike.)Tj ET EMC /P <>BDC BT 11 0 0 11 389.9579 420.6711 Tm 0 Tw (so)Tj ET EMC /Artifact <>BDC q 1 0 0 1 389.958 419.373 cm 0 0 m 9.7581 0 l S Q EMC /P <>BDC BT 11 0 0 11 399.716 420.6711 Tm -.0005 Tc -.037 Tw [( she )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.0313 420.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.6561 406.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 76.1561 406.2711 Tm (is really pretty )Tj ET EMC /P <>BDC BT 11 0 0 11 142.4406 406.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 391.8711 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 12 0 0 12 48.189 375.4711 Tm [(3. RESUL)91.8(TS)]TJ ET EMC /P <>BDC BT 12 0 0 12 113.7788 377.4711 Tm ( )Tj ET EMC /P <>BDC BT 12 0 0 12 116.7788 377.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 363.0711 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 355.6712 Tm .0287 Tw [(The results of the analysis of DM in the narratives are shown in )18.1(T)69.8(able 1, where the)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 355.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 341.2712 Tm .0546 Tw (sample values for the first encounter and the repeated task are presented. It can be)Tj ET EMC /P <>BDC BT 11 0 0 11 416.694 341.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 326.8712 Tm .0282 Tw (noted that the participants used slightly over 25 DMs per 1000 syllables in the first)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 326.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 312.4712 Tm .0224 Tw (encounter with the task and almost 24 DMs per 1000 syllables in the repeated task.)Tj ET EMC /P <>BDC BT 11 0 0 11 416.694 312.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 298.0712 Tm -.0205 Tw [(T)69.8(o)0( investigate whether there are statistically significant dif)18.1(ferences, a suitable statis)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0305 298.0712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 283.6712 Tm (tical test was chosen.)Tj ET EMC /P <>BDC BT 11 0 0 11 141.0498 276.6712 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 10 0 0 10 62.3622 262.2712 Tm [(T)91.8(able 1: )]TJ ET EMC /P <>BDC BT /F1 1 Tf 10 0 0 10 99.2226 262.2712 Tm (Sample values for the discourse markers in the two narratives in English)Tj ET EMC /P <>BDC BT 10 0 0 10 388.871 262.2712 Tm ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 62.3622 89.4713 Tm .0015 Tc .061 Tw [(Min - minimum, Me - median, Max - maximum, Mean - )18.1(Arithmetic mean, SD -)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6944 89.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 75.0712 Tm [(standar)37.1(d deviation, SE - standar)37.1(d err)37.1(or)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 221.7398 75.0712 Tm ( )Tj ET EMC /Artifact <>BDC 0 0 0 0 k /GS3 gs 48.189 107.517 368.502 151.358 re f EMC /Figure <>BDC q 366.09 0 0 -144.139 48.875 256.592 cm /Im1 Do Q EMC /P <>BDC /GS2 gs BT 9 0 0 9 68.5183 638.9382 Tm 0 0 0 1 k (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC .5 w q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 230 0 obj <>/XObject<>/ExtGState<>>> endobj 239 0 obj <> endobj 240 0 obj <> endobj 275 0 obj <> endobj 277 0 obj <> endobj 287 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (181)Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 579.071 Tm -.0123 Tw [(The Shapiro-W)40.1(ilk has been used to test normality)65(, emphasised in many papers as)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 579.071 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 564.6711 Tm .0131 Tw [(the highly ef)18.1(ficient normality test. )55.2(According to this test, )18.1(T)69.8(able 2, no significant de)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0383 564.6711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 550.2711 Tm -.0018 Tc -.0357 Tw [(viations from the normal distribution have been obtained. )18.1(Therefore, the t-test for de)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0385 550.2711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 535.8711 Tm [(pendent samples, )18.1(T)69.8(able 3, is used.)]TJ ET EMC /P <>BDC BT 11 0 0 11 214.5292 535.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 521.4711 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 10 0 0 10 79.3699 507.0711 Tm [(T)91.8(able 2: )]TJ ET EMC /P <>BDC BT /F1 1 Tf 10 0 0 10 116.2303 507.0711 Tm [(The results of the Shapiro-W)40.1(ilk normality test)]TJ ET EMC /P <>BDC BT 10 0 0 10 300.2342 507.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 420.6711 Tm .0145 Tw [(The results indicate that there is no significant dif)18.1(ference between the frequency)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 420.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 406.2711 Tm .024 Tw (of discourse markers between the two narratives \(first encounter and repeated task\))Tj ET EMC /P <>BDC BT 11 0 0 11 433.7016 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 391.8711 Tm (\()Tj ET EMC /P <>BDC BT 11 0 0 11 68.8598 391.8711 Tm (= )Tj ET EMC /P <>BDC BT 11 0 0 11 83.5766 391.8711 Tm (0.05\). )Tj ET EMC /P <>BDC BT 11 0 0 11 111.9897 391.8711 Tm ( )Tj ET EMC /P <>BDC /GS3 gs BT /F2 1 Tf 11 0 0 11 256.5352 377.4711 Tm 0 .902 .976 0 k ( )Tj ET EMC /P <>BDC /GS2 gs BT /F3 1 Tf 10 0 0 10 79.3699 363.0711 Tm 0 0 0 1 k [(T)91.8(able 3: )]TJ ET EMC /P <>BDC BT /F1 1 Tf 10 0 0 10 116.2303 363.0711 Tm (t-test for dependent samples)Tj ET EMC /P <>BDC BT 10 0 0 10 228.6961 363.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 276.6712 Tm .0392 Tw [(Figure 1 displays the distribution of DMs in both stories. )18(The image shows that)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7015 276.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 262.2712 Tm -.031 Tw (the DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 101.1786 262.2712 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 120.088 262.2712 Tm -.031 Tw (is by far the most frequent DM used by the participants \(64.14%\). Other)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7016 262.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 247.8712 Tm -.0059 Tc -.0316 Tw (DMs are significantly less frequent \(23.63% )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 257.9052 247.8712 Tm (so, then)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 291.2585 247.8712 Tm [( 8.44%, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 326.7079 247.8712 Tm 0 Tw (OK)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 341.859 247.8712 Tm -.0316 Tw [( 0.84% and )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 392.6486 247.8712 Tm (you know)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 433.699 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 233.4712 Tm (0.42%\).)Tj ET EMC /P <>BDC BT 11 0 0 11 100.0229 233.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 219.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 204.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 190.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 175.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 161.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 147.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 132.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 118.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 103.8713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 89.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 256.5352 75.0712 Tm ( )Tj ET EMC /Artifact <>BDC 0 0 0 0 k /GS3 gs 65.196 437.227 368.502 65.744 re f EMC /Figure <>BDC Q q 1 i 65.196 502.971 368.502 -65.744 re W* n .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS3 gs q 366.09 0 0 -64.655 66.735 503.542 cm /Im2 Do Q EMC /Artifact <>BDC Q q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n 0 0 0 0 k /GS3 gs 65.199 286.606 368.502 65.744 re f EMC /Figure <>BDC q 366.09 0 0 -62.084 66.738 351.78 cm /Im3 Do Q EMC /P <>BDC /GS2 gs BT /F1 1 Tf 9 0 0 9 85.526 638.9382 Tm 0 0 0 1 k 0 Tc 0 Tw (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 288 0 obj <>/XObject<>/ExtGState<>>> endobj 308 0 obj <> endobj 309 0 obj <> endobj 312 0 obj <> endobj 313 0 obj <> endobj 314 0 obj <> endobj 324 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (182)Tj ET EMC /P <>BDC BT /F3 1 Tf 10 0 0 10 62.3622 421.556 Tm [(Figur)18.1(e 1: )]TJ ET EMC /P <>BDC BT /F1 1 Tf 10 0 0 10 103.8368 421.556 Tm (The distribution of the discourse markers in both stories)Tj ET EMC /P <>BDC BT 10 0 0 10 327.6845 421.556 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 62.3622 407.156 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 62.3622 392.756 Tm ( )Tj ET EMC /P <>BDC BT 12 0 0 12 48.189 378.356 Tm (4. DISCUSSION)Tj ET EMC /P <>BDC BT 12 0 0 12 133.5483 378.356 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 363.956 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 349.556 Tm -.0272 Tw (The results of the present study have shown that Croatian students use a very limited)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 349.556 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 335.156 Tm .0523 Tw (range of only five DMs \()Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 160.7346 335.156 Tm (and, so, then, ok, you know)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 283.0662 335.156 Tm (\) in both stories, regardless of)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 335.156 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 320.756 Tm .0081 Tc .0544 Tw [(whether it is the first encounter with the task or task repetition. )18.1(These results are)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6951 320.756 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 306.3561 Tm .0283 Tw (somewhat surprising given that these students are all skilled users of English at the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 306.3561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 291.9561 Tm -.0002 Tc -.0373 Tw [(upper)20(-intermediate \(B2\) level or higher)55.1(. )55.2(According to the Croatian National Curricu)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0272 291.9561 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 277.5561 Tm -.0131 Tw (lum for English \(Ministry of Science and Education 2019\), after the last year of sec)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0306 277.5561 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 263.1561 Tm -.0077 Tc -.0298 Tw (ondary school, Croatian students should be able to connect text elements into a logical)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6913 263.1561 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 248.7561 Tm .0556 Tw [(whole using appropriate and complex language structures. )18(While they do structure)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 248.7561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 234.3561 Tm .0347 Tw (their narratives, the participants in this study do so almost exclusively by using the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 234.3561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 219.9561 Tm (simple DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 100.7451 219.9561 Tm (and. )Tj ET EMC /P <>BDC BT 11 0 0 11 122.7451 219.9561 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 62.3622 205.5561 Tm -.0076 Tw [(In research to date, it has been shown that the L2 learners)74.2( skill at DM use grows)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6933 205.5561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 191.1561 Tm .0083 Tw [(with their level of proficiency \(Buysse 2010; )18.1(W)80.1(ei 201)37.1(1\), which does not seem to be)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 191.1561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 176.7561 Tm .02 Tw [(the case with our participants. )18(The L2 learners at the highest level of proficiency in)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 176.7561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 162.356 Tm -.0048 Tw [(the study conducted by Neary-Sundquist \(2014\) use 58 dif)18.1(ferent DMs, the most fre)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0306 162.356 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 147.9561 Tm -.0345 Tw (quent in all groups being )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 158.4131 147.9561 Tm [(I think, so, also, just, you know)74.2(, )]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 296.7102 147.9561 Tm (which was very close to the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 147.9561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 133.5561 Tm .0493 Tw [(number of DMs used by L1 speakers \(69\). However)40(, even for these learners, the 3)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.694 133.5561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 119.1561 Tm -.0271 Tw (most frequent DMs \()Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 139.2549 119.1561 Tm (just, so, you know)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 216.8876 119.1561 Tm (\) accounted for 67.7% of all DM occurrences.)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 119.1561 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 104.7562 Tm -.0337 Tw (Nevertheless, our participants did not exhibit a range that would even be comparable)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 104.7562 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 90.356 Tm -.0071 Tc -.0304 Tw [(to that of the learners in Neary-Sundquist)55.2(s \(2014\) study)64.9(. )18.1(The fact that our participants)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6951 90.356 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 75.9561 Tm -.0168 Tw (were engineering students might also be relevant. For example, Buysse \(2010\) com)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0304 75.9561 Tm 0 Tw (-)Tj ET EMC /Artifact <>BDC 0 0 0 0 k /GS3 gs 48.191 428.49 368.502 158.208 re f EMC /Figure <>BDC Q q 1 i 48.191 586.698 368.502 -158.208 re W* n 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS3 gs q 291.875 0 0 -171.909 79.98 588.986 cm /Im4 Do Q EMC /P <>BDC Q q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 9 0 0 9 68.5183 638.9382 Tm 0 0 0 1 k 0 Tc 0 Tw (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 325 0 obj <>/XObject<>/ExtGState<>>> endobj 332 0 obj <> endobj 335 0 obj <> endobj 336 0 obj <> endobj 337 0 obj <> endobj 338 0 obj <> endobj 339 0 obj <> endobj 348 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (183)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 579.071 Tm -.01 Tc -.0347 Tw (pared L1 speakers with two groups of Dutch students, those who had English language)Tj ET EMC /P <>BDC BT 11 0 0 11 433.5914 579.071 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 564.6711 Tm -.01 Tc -.0099 Tw [(and linguistic as their major)40.1(, and those who were students of commercial sciences. )55.2(All)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.5909 564.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 550.2711 Tm -.01 Tc .0006 Tw (of the students used fewer interpersonal markers such as )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 309.7677 550.2711 Tm (like, sort of, you know)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 404.4163 550.2711 Tm (, while)Tj ET EMC /P <>BDC BT 11 0 0 11 433.5916 550.2711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 535.8711 Tm -.01 Tc .0347 Tw (they overused textual markers such as )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 233.1417 535.8711 Tm 0 Tw (well )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 254.0551 535.8711 Tm (and )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 272.6291 535.8711 Tm (so. )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 287.8517 535.8711 Tm .0347 Tw [(However)40(, students of English lin)]TJ ET EMC /Span <>BDC BT 11 0 0 11 429.9283 535.8711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 521.4711 Tm -.01 Tc .0013 Tw (guistics were closer to L1 speakers in the way they used interpersonal markers, which)Tj ET EMC /P <>BDC BT 11 0 0 11 433.5914 521.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 507.0711 Tm -.01 Tc .0214 Tw (the authors contribute to their exposure and better command of the English language.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.5912 507.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 492.6711 Tm -.0166 Tc -.0309 Tw (The fact that our students studied Engineering might have influenced their performance.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.5907 492.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 478.2711 Tm -.01 Tc -.004 Tw [(However)40(, these students have only started their studies, so this suggestion would have)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.5916 478.2711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 463.8711 Tm -.01 Tc .0014 Tw [(to be confirmed by further research that would compare students in dif)18.1(ferent stages of)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.5914 463.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 449.4711 Tm -.01 Tc [(studies and students from dif)18.1(ferent educational backgrounds.)]TJ ET EMC /P <>BDC /GS3 gs BT 11 0 0 11 326.301 449.4711 Tm 0 .902 .976 0 k 0 Tc ( )Tj ET EMC /P <>BDC /GS2 gs BT 11 0 0 11 79.3699 435.0711 Tm 0 0 0 1 k .0572 Tw (The very high frequency of the DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 243.529 435.0711 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 263.4084 435.0711 Tm .0572 Tw (in our results is to some extent under)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0383 435.0711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 420.6711 Tm .0394 Tw (standable, as )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 125.0162 420.6711 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 144.6994 420.6711 Tm .0394 Tw (is one of the most frequent words in the English language, and it)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7012 420.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 406.2711 Tm .0221 Tw [(can perform a whole range of dif)18.1(ferent functions in speech. For example, it can ex)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0381 406.2711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 391.8711 Tm -.0038 Tc -.0337 Tw (press addition or coordination between clauses, mark continuation or transition, mark)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 391.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 377.4711 Tm .0196 Tw (relevance or sequence between utterances \(Fung, Carter 2007\). In his study of chil)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0382 377.4711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 363.0711 Tm .0005 Tc .062 Tw [(dren)55.1(s L1 English, Choi \(2007\) noticed that children at the age of 4 use )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 390.746 363.0711 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 410.702 363.0711 Tm .062 Tw (as an)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7033 363.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 348.6711 Tm -.0077 Tc -.0298 Tw (all-around marker for the explicit marking of coherence relation, with the frequency)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7025 348.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 334.2712 Tm .0488 Tw (of its use decreasing with age and the acquisition of more specific DMs. In the L2)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7012 334.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 319.8712 Tm .0413 Tw (context, Jakupevi \(2019\) found that young Croatian learners of English also rely)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7012 319.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 305.4712 Tm -.0058 Tc (on )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 78.4071 305.4712 Tm (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 97.054 305.4712 Tm -.0317 Tw [(in their narratives to perform a range of dif)18.1(ferent functions, while disregarding)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6979 305.4712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 291.0712 Tm -.0354 Tw [(other DMs. )18.1(The author concludes that age and the level of proficiency of the learners)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7015 291.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 276.6712 Tm .0042 Tc .0583 Tw [(are the probable reason for this overuse; however)40(, the results of the present study)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7 276.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 262.2712 Tm -.0052 Tc -.0323 Tw (seem to suggest that there are other factors to blame. One possibility is the occurrence)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7016 262.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 247.8712 Tm -.0069 Tc -.0306 Tw [(of pragmatic fossilization, as suggested by Romero-T)35.1(rillo \(2002\). )18.1(The author explains)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.699 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 233.4712 Tm -.0165 Tw (pragmatic fossilization as a consequence of the fact that non-native speakers usually)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 233.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 219.0712 Tm .0331 Tw [(follow a form-to-function process. )18(They learn specific items which are then con)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.0383 219.0712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 204.6712 Tm -.0014 Tw (textualised at later stages, which leads to a lacking implementation of the pragmatic)Tj ET EMC /P <>BDC BT 11 0 0 11 433.701 204.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 190.2712 Tm -.0043 Tc -.0332 Tw (track of language learning. In other words, as opposed to native speakers who acquire)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7006 190.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 175.8712 Tm .0025 Tc .06 Tw [(grammar)40(, semantics and pragmatics at the same time, with non-native speakers in)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6991 175.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 161.4713 Tm -.0071 Tw (formal contexts, the pragmatic track is neglected, leading to pragmatic fossilization.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7011 161.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 147.0712 Tm .0117 Tw [(Romero-T)35.2(rillo \(2002\) confirmed this in his study of DM use of children and adults,)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7015 147.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 132.6712 Tm .0018 Tc .0607 Tw (L1 and L2 \(Spanish\) speakers of English, where he concluded that pragmatic fos)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0369 132.6712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 118.2712 Tm .0434 Tw (silization occurs as a result of the lacking input in the formal instructional context.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 118.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 103.8713 Tm -.0041 Tc -.0334 Tw [(This conclusion was prompted by the fact that while L1 and L2 children dif)18(fered only)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7034 103.8713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 89.4713 Tm .0554 Tw [(slightly in their use of DMs, adult L2 speakers exhibited more striking dif)18.1(ferences)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 89.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 75.0712 Tm .001 Tc .0615 Tw [(from their L1 counterparts and used DMs in inappropriate ways. )55.2(According to the)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.702 75.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 349 0 obj <>/ExtGState<>>> endobj 355 0 obj <> endobj 356 0 obj <> endobj 361 0 obj <> endobj 372 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (184)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 579.071 Tm .025 Tw [(author)40(, the results indicate that pragmatic fossilization occurs at some later point in)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6938 579.071 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 564.6711 Tm .052 Tw (the language learning process, and it is most likely caused by the inadequate input)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6938 564.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 550.2711 Tm -.0237 Tw [(that the learners are exposed to in the formal classroom environment. )18(There is a pos)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0306 550.2711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 535.8711 Tm -.0023 Tc -.0352 Tw [(sibility)65(, thus, that the participants in our study were also exposed to input in the class)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0269 535.8711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 521.4711 Tm .01 Tc .1475 Tw (room which was not rich in DMs and which did not reinforce their pragmatic)Tj ET EMC /P <>BDC BT 11 0 0 11 416.694 521.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 507.0711 Tm [(development suf)18.1(ficiently)65(.)]TJ ET EMC /P <>BDC BT 11 0 0 11 159.6876 507.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 492.6711 Tm -.0333 Tw [(The two existing studies of DMs in EFL)37.1( teacher talk in the Croatian context seem)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 492.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 478.2711 Tm .0284 Tw [(to support these conclusions. For example, in their study of Croatian EFL)37.1( teachers)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6935 478.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 463.8711 Tm -.0274 Tw [(DM use, )18(V)60.1(ickov and Jakupevi \(2017\) found that although the teachers employed a)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6933 463.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 449.4711 Tm .0023 Tc .0602 Tw [(variety of dif)18.1(ferent DMs in their speech, the three most frequent DMs \()]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 370.8426 449.4711 Tm (ok, so )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 400.7583 449.4711 Tm 0 Tw (and)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6916 449.4711 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 48.189 435.0711 Tm (and\))Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 68.352 435.0711 Tm .0187 Tw [( together accounted for almost half of all of the DM occurrences in the corpus.)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 435.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 420.6711 Tm -.0204 Tw (It is interesting to note that the three most frequent DMs in this study are identical to)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 420.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 406.2711 Tm -.0041 Tc -.0334 Tw [(the tree most frequent DMs in the present study)64.9(. Furthermore, )18.1(V)60.1(ickov and Jakupevi)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6953 406.2711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 391.8711 Tm -.0363 Tw [(\(2020\) showed that EFL)37.1( teachers, L1 and L2 speakers of English, dif)18.1(fer significantly)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6933 391.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 377.4711 Tm -.0153 Tw (in the way they use DM clusters \(two or more co-occurring DMs\) in their classroom)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 377.4711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 363.0711 Tm .0525 Tw (talk, with the teachers in the L2 group using a smaller range of DM clusters much)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6938 363.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 348.6711 Tm -.0176 Tw [(less frequently)65(. However)40(, as indicated by Hellermann and )18(V)110.9(e)0(r)18.1(gun \(2007\), it not only)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6936 348.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 334.2712 Tm .004 Tw [(non-native teacher talk that is potentially lacking when it comes to DM use. )18.1(The L2)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6937 334.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 319.8712 Tm -.005 Tw [(English teachers in their study)65(, native speakers of English, did not use the examined)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 319.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 305.4712 Tm (DMs \()Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 76.6074 305.4712 Tm (like, well, you know)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 163.6675 305.4712 Tm (\) in their teacher talk at all. )Tj ET EMC /P <>BDC BT 11 0 0 11 285.2207 305.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 291.0712 Tm -.0128 Tw (These results suggest that the restrictions inherent in the classroom context make)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 291.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 276.6712 Tm .0038 Tc .0587 Tw [(it dif)18(ficult to ensure that the speech used is natural and contains elements such as)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6956 276.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 262.2712 Tm -.0084 Tc -.0291 Tw [(DMs. Some further factors that may lead to DMs being neglected in the FL)37.1( classroom)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6927 262.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 247.8712 Tm .0002 Tc .0623 Tw [(is their multifunctionality)64.9(,)0( or the fact that their many meanings and functions may)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6954 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 233.4712 Tm .0488 Tw [(often be vague to L2 speakers \(Fox )18.1(T)35.2(ree 2010\). )55.2(Another reason may lie in the fact)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6939 233.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 219.0712 Tm .0405 Tw (that they may be considered a feature of informal, less articulate language \(Mullan)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 219.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 204.6712 Tm .0137 Tw (2017\), which may lead to learners and teachers avoiding these units in more formal)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 204.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 190.2712 Tm .0006 Tc .0619 Tw [(contexts. Finally)64.9(, studies of EFL)37.1( textbooks have also shown them to be lacking in)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6953 190.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 175.8712 Tm -.0039 Tc -.0336 Tw (the way they incorporate pragmatic content in general \(Diepenbroek, Derwing 2013\),)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6932 175.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 161.4713 Tm -.0289 Tw (as well as in the way they treat discourse markers, which are often presented without)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6934 161.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 147.0712 Tm .0482 Tw (any additional information about their potential functions, or in a decontextualized)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6938 147.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 132.6712 Tm .0004 Tc .0621 Tw [(manner \(Lam 2009\). )55.2(As it is impossible to fully understand any type of pragmatic)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6934 132.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 118.2712 Tm -.0065 Tc -.031 Tw (content, including DMs, without contextual information, these kinds of materials can)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0289 118.2712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 103.8713 Tm -.0002 Tc -.0373 Tw (not be expected to support learners in coming to the right conclusions as to when and)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6951 103.8713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 89.4713 Tm (how to use DMs and other pragmatic features of language.)Tj ET EMC /P <>BDC BT 11 0 0 11 305.9961 89.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 75.0712 Tm -.0021 Tw (In any case, the potential neglect of DMs in the classroom context is an essential)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6936 75.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 373 0 obj <>/ExtGState<>>> endobj 379 0 obj <> endobj 380 0 obj <> endobj 381 0 obj <> endobj 382 0 obj <> endobj 383 0 obj <> endobj 396 0 obj <> endobj 397 0 obj <> endobj 406 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (185)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 579.071 Tm -.0202 Tw (issue as DMs are significant for L2 learners for a variety of reasons. First of all, they)Tj ET EMC /P <>BDC BT 11 0 0 11 433.702 579.071 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 564.6711 Tm -.0335 Tw (can facilitate the development of L2 fluency as a subcategory of formulaic language,)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7019 564.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 550.2711 Tm -.0337 Tw [(which is of great relevance for L2 development \(Hasselgreen 2004\). )55.2(As an important)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7019 550.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 535.8711 Tm -.002 Tc -.0355 Tw [(part of conversational grammar)40.1(, they help L2 speakers in establishing interaction and)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7025 535.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 521.4711 Tm .0132 Tw [(making their intended meaning clearer for the interlocutors \(Aijmer 201)37.1(1\). Further)]TJ ET EMC /Span <>BDC BT 11 0 0 11 429.8189 521.4711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 507.0711 Tm .0178 Tw (more, real-time communication poses a heavy cognitive burden on the participants,)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7019 507.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 492.6711 Tm .054 Tw (which means they benefit greatly from information about what to pay attention to,)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7019 492.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 478.2711 Tm .0425 Tw [(what to disregard and how to interpret what has been said \(de Klerk 2005\). )18(This is)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.702 478.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 463.8711 Tm .0001 Tc .0624 Tw (especially true of L2 speakers who are faced with more complex demands as they)Tj ET EMC /P <>BDC BT 11 0 0 11 433.702 463.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 449.4711 Tm .0048 Tc .0577 Tw (tackle speaking in a language that is not their L1. In that regard, L2 speakers can)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7014 449.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 435.0711 Tm .0564 Tw (profit from the use of these units as they can facilitate interpretation of their inter)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0389 435.0711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 420.6711 Tm .01 Tc .0703 Tw [(locutor)-37.1()55.2(s)0( discourse and aid them in gaining valuable thinking and planning time)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7028 420.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 406.2711 Tm .0193 Tw (\(Mller 2005\). Being able to hesitate in a natural way is of great importance for L2)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7021 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 391.8711 Tm .0008 Tc .0617 Tw [(speakers, as they need techniques to gain time to be able to resolve their planning)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7043 391.8711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 377.4711 Tm .0105 Tw [(and production problems \(Gilquin 2008\). )18(The use of DMs can also help make com)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.039 377.4711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 363.0711 Tm .0151 Tw [(munication with L1 speakers easier by achieving a more informal atmosphere \(T)69.8(er)]TJ ET EMC /Span <>BDC BT 11 0 0 11 429.8186 363.0711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 348.6711 Tm -.0087 Tc -.0288 Tw [(raschke 2007\). Finally)64.9(, DM use dif)18(ferent to that of L1 speakers might have unintended)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6988 348.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 334.2712 Tm .0068 Tc .0557 Tw (consequences in regard to how L2 learners are perceived as speakers in that they)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7028 334.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 319.8712 Tm -.0215 Tw (could be subtly marked as less proficient, less clear or even rude or unwilling to par)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.0386 319.8712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 305.4712 Tm [(ticipate in interaction fully \(Helermann, )18.1(V)110.9(e)0(r)18.1(gun 2007; Lam 2009\). )]TJ ET EMC /P <>BDC BT 11 0 0 11 358.9633 305.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 291.0712 Tm .0039 Tc .0586 Tw (It seems that, despite the recognized importance of DMs, as well as pragmatic)Tj ET EMC /P <>BDC BT 11 0 0 11 433.701 291.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 276.6712 Tm .0307 Tw (competence in wider terms, these units still seem to receive limited attention in the)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7018 276.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 262.2712 Tm .0064 Tc .0561 Tw (classroom context, and L2 learners are often expected to pick them up on their)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7034 262.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 247.8712 Tm -.0061 Tc -.0314 Tw [(own, with time \(Hellermann, )18.1(V)110.9(e)0(r)18.1(gun 2007\). )37.1(Y)100.2(et, research in L2 pragmatics has shown)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 233.4712 Tm .001 Tc .0615 Tw [(that pragmatic competence does not necessarily develop automatically)65(, along with)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.704 233.4712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 219.0712 Tm -.0171 Tw [(lexico-grammatical proficiency \(OKeefe, Clancy)65(, )55.2(Adoplphs 201)37.1(1\). Our results may)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.702 219.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 204.6712 Tm -.0004 Tc -.0371 Tw (thus serve as a warning of the potential consequences of neglecting pragmatics in the)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7006 204.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 190.2712 Tm (language classroom.)Tj ET EMC /P <>BDC BT 11 0 0 11 155.0014 190.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 175.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 161.4713 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 12 0 0 12 65.1967 147.0712 Tm (4. CONCLUSION)Tj ET EMC /P <>BDC BT 12 0 0 12 158.5424 147.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 132.6712 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 65.1967 118.2712 Tm -.0028 Tw (Due to the great importance of DM use for fluent and natural speech of both L1 and)Tj ET EMC /P <>BDC BT 11 0 0 11 433.702 118.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 103.8713 Tm -.0029 Tc -.0346 Tw (L2 speakers, as well as the many ways in which these units can facilitate dealing with)Tj ET EMC /P <>BDC BT 11 0 0 11 433.702 103.8713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 89.4713 Tm .0146 Tw (online speech issues, the aim of the present study was to make a much-needed con)Tj ET EMC /Span <>BDC BT 11 0 0 11 430.039 89.4713 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 75.0712 Tm .0115 Tw [(tribution to the existing knowledge about DM use in L2 English. )18.1(The study thus in)]TJ ET EMC /Span <>BDC BT 11 0 0 11 430.039 75.0712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 407 0 obj <>/ExtGState<>>> endobj 413 0 obj <> endobj 414 0 obj <> endobj 415 0 obj <> endobj 418 0 obj <> endobj 419 0 obj <> endobj 420 0 obj <> endobj 435 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 48.189 579.071 Tm 0 0 0 1 k .0011 Tc .0614 Tw [(cluded an analysis of repeated narratives of 33 Croatian engineering students who)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.694 579.071 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 564.6711 Tm .0414 Tw (had all completed a B2-level school leaving exam in English in order to determine)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6942 564.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 550.2711 Tm (the frequency and range of DMs used by the participants to structure their stories.)Tj ET EMC /P <>BDC BT 11 0 0 11 407.4131 550.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 535.8711 Tm .0316 Tw (The main finding of the present study was the surprisingly low diversity of DM)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6941 535.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 521.4711 Tm .0284 Tw (used by the students, despite their high level of proficiency in English. Our partici)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0316 521.4711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 507.0711 Tm -.0061 Tc -.0314 Tw (pants completed a high school programme which requires them to be able to use com)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.033 507.0711 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 492.6711 Tm .0026 Tc .0599 Tw (plex linguistic elements to connect their discourse and passed the B2-level school)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6947 492.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 478.2711 Tm .0622 Tw [(leaving exam. However)40(, in their narratives, the students relied heavily on the very)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6945 478.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 463.8711 Tm .0082 Tw (basic DM )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 94.1949 463.8711 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 113.5348 463.8711 Tm .0082 Tw (to structure their narratives. Despite the fact that )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 329.5864 463.8711 Tm 0 Tw (and )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 348.9263 463.8711 Tm .0082 Tw (has a variety of)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6946 463.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 449.4711 Tm -.0251 Tw (diverse functions that it can perform in speech, this overreliance is most likely an in)Tj ET EMC /Span <>BDC BT 11 0 0 11 413.0309 449.4711 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 435.0711 Tm .0238 Tw [(dicator of greater issues that lie in the background. )18.1(These issues seem to stem from)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6947 435.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 420.6711 Tm .0545 Tw (the wider neglect of the need to expose L2 learners to authentic, natural materials,)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6945 420.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 406.2711 Tm .0303 Tw (both in learning materials such as textbooks, as well as in the single biggest source)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6943 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 391.8711 Tm -.0297 Tw [(of input in the classroom teacher talk. )18.1(Thus, the main implication of this study is to)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6943 391.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 377.4711 Tm .01 Tc .0651 Tw (caution of the need for a greater focus on pragmatic competence in general, and)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6945 377.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 363.0711 Tm .0386 Tw (specifically on the way discourse markers are presented in textbooks, used by EFL)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6942 363.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 348.6711 Tm -.0096 Tc -.0279 Tw [(teachers and taught in the classroom context. )18.1(W)40.1(ithout attention to such detail, learners,)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6953 348.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 334.2712 Tm -.0339 Tw (even those who successfully complete high-level exams, are left without some of the)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6942 334.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 319.8712 Tm .0055 Tc .057 Tw (basic tools that would help them make their narratives clearer and more logically)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6945 319.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 305.4712 Tm .0392 Tw (structured, as well as aid them in naturally performing the essential work of online)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6941 305.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 291.0712 Tm (talk such as repairs and hesitations. )Tj ET EMC /P <>BDC BT 11 0 0 11 206.1206 291.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 276.6712 Tm .009 Tw [(The small sample used in this study makes it dif)18.1(ficult to generalise the results of)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6946 276.6712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 262.2712 Tm .025 Tw [(the study)65(, and research that would encompass a greater number of students, as well)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6941 262.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 247.8712 Tm -.0003 Tc -.0372 Tw (as their teachers, would provide more information about the potential reasons behind)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6957 247.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 233.4712 Tm .0155 Tw [(their lacking DM use. )55.1(Also, as the present study was conducted on engineering stu)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0311 233.4712 Tm 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 219.0712 Tm -.0058 Tc -.0317 Tw (dents, i.e. students who study a technical subject, further research that would compare)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6945 219.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 204.6712 Tm -.006 Tc -.0315 Tw [(these results with a wider population of students would be of great interest. Moreover)40(,)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6912 204.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 190.2712 Tm -.0254 Tw [(further research is needed that would include dif)18.1(ferent types of production as well as)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6942 190.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 175.8712 Tm .0005 Tc .062 Tw [(dif)18(ferent context. For example, an interactive task would maybe provide more op)]TJ ET EMC /Span <>BDC BT 11 0 0 11 412.814 175.8712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 161.4713 Tm -.0078 Tc -.0297 Tw [(portunities for the use of interpersonal discourse markers. Finally)64.9(, a longitudinal study)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6967 161.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 147.0712 Tm .0019 Tc .0606 Tw (of Croatian learners through primary and secondary school years would be highly)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6929 147.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 132.6712 Tm .004 Tc .0585 Tw [(beneficial as it would help us understand more about how and when DMs are ac)]TJ ET EMC /Span <>BDC BT 11 0 0 11 413.0299 132.6712 Tm 0 Tc 0 Tw (-)Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 118.2712 Tm (quired, and if/when pragmatic fossilization occurs.)Tj ET EMC /P <>BDC BT 11 0 0 11 271.4814 118.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 103.8713 Tm -.0162 Tw [(T)69.8(o)0( sum up, we believe our results have provided an interesting and useful insight)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6941 103.8713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 89.4713 Tm -.0222 Tw [(into the production of Croatian L2 learners. Hopefully)65(, the findings of our study will)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6943 89.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 75.0712 Tm -.023 Tw (motivate further research in this area and lead to improvements in the ways DMs are)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6943 75.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 47.0131 Tm (186)Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 436 0 obj <>/ExtGState<>>> endobj 482 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (187)Tj ET EMC /P <>BDC BT 11 0 0 11 65.1967 579.071 Tm (included in curricula and formal education in general.)Tj ET EMC /P <>BDC BT 11 0 0 11 301.6001 579.071 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 79.3699 564.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 550.2711 Tm ( )Tj ET EMC /P <>BDC BT 12 0 0 12 65.1967 535.8711 Tm (REFERENCES)Tj ET EMC /P <>BDC BT 12 0 0 12 145.8803 535.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 521.4711 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 79.3699 507.0711 Tm (1.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 507.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 507.0711 Tm .0448 Tw [(Aijmer)40(, Karin \(201)37.1(1\), W)80.1(ell Im not sure I think )18.1(The use of well by non-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7014 507.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 492.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 492.6711 Tm -.0053 Tc -.0322 Tw (native speakers, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 172.5045 492.6711 Tm (International Journal of Corpus Linguistic)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 356.8777 492.6711 Tm 0 Tw (s, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 366.1297 492.6711 Tm (16)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 377.0136 492.6711 Tm -.0322 Tw (\(2\), 231-254.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7015 492.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 478.2711 Tm (2.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 478.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 478.2711 Tm -.0034 Tc -.0341 Tw (Brinton, Laurel J. \(1996\), )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 209.0354 478.2711 Tm -.0033 Tc -.0342 Tw (Pragmatic markers in English: Grammaticalization )Tj ET EMC /P <>BDC BT 11 0 0 11 436.0394 478.2711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 463.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 463.8711 Tm (and discourse functions)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 200.8724 463.8711 Tm [(, Mouton de Gruyter)40.1(, Berlin)]TJ ET EMC /P <>BDC BT 11 0 0 11 323.8543 463.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 449.4711 Tm (3.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 449.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 449.4711 Tm -.0363 Tw [(Buysee, Lieven \(2010\), Discourse markers in the English of Flemish univer)20(-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 449.4711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 435.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 435.0711 Tm .007 Tc .0555 Tw [(sity students, in: Iwona )18.1(W)40.1(itczac-Pisiecka, ed., )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 313.3294 435.0711 Tm [(Pragmatic perspectives on)7( )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.1378 435.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 420.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 420.6711 Tm .01 Tc .392 Tw (language and linguistics,)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 218.6657 420.6711 Tm [( Cambridge Scholars Publishing, Newcastle)10( )]TJ ET EMC /P <>BDC BT 11 0 0 11 440.8735 420.6711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 406.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 406.2711 Tm -.0181 Tw [(upon T)69.8(yne, )-18.1(461-485.)]TJ ET EMC /P <>BDC BT 11 0 0 11 187.6756 406.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 391.8711 Tm (4.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 391.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 391.8711 Tm .0562 Tw (Buysse, Lieven \(2012\), So as a multifunctional discourse marker in native )Tj ET EMC /P <>BDC BT 11 0 0 11 437.0696 391.8711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 377.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 377.4711 Tm (and learner speech, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 188.5995 377.4711 Tm (Journal of Pragmatics)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 287.5941 377.4711 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 293.094 377.4711 Tm (44)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 304.0941 377.4711 Tm (\(13\), 1764-1782.)Tj ET EMC /P <>BDC BT 11 0 0 11 378.3333 377.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 363.0711 Tm (5.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 363.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 363.0711 Tm .0006 Tc .0619 Tw [(Choi, Inji \(2007\), How and when do children acquire the use of discourse )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.1374 363.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 348.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 348.6711 Tm (markers?, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 147.0701 348.6711 Tm (CamLing2007)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 210.0247 348.6711 Tm (, 4047.)Tj ET EMC /P <>BDC BT 11 0 0 11 245.7747 348.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 334.2712 Tm (6.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 334.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 334.2712 Tm .0391 Tw [(De Jong, Nel, Charles )55.2(A. Perfetti \(201)37.1(1\), Fluency training in the ESL)37.1( clas-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 334.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 319.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 319.8712 Tm -.0075 Tc -.03 Tw [(sroom: )55.2(An experimental study of fluency development and proceduralization,)-7.5( )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.0403 319.8712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 305.4712 Tm ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 96.3777 305.4712 Tm (Language Learning)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 183.4647 305.4712 Tm (, 61.2, 533-568)Tj ET EMC /P <>BDC BT 11 0 0 11 250.3778 305.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 291.0712 Tm (7.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 291.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 291.0712 Tm -.0021 Tw [(De Klerk, )18.1(V)60.1(ivian \(2005\), Procedural meanings of well in a corpus of Xhosa )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.4278 291.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 276.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 276.6712 Tm (English, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 140.3723 276.6712 Tm (Journal of Pragmatics)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 239.367 276.6712 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 244.867 276.6712 Tm (37)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 255.867 276.6712 Tm [(\(8\), 1)37.1(1831205. )]TJ ET EMC /P <>BDC BT 11 0 0 11 328.785 276.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 262.2712 Tm (8.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 262.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 262.2712 Tm .0229 Tw [(Fox )18.1(T)35.2(ree, Jean E. \(2010\), Discourse markers across speakers and settings, )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.7031 262.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 247.8712 Tm ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 96.3777 247.8712 Tm (Language and linguistics compass, 4)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 259.2401 247.8712 Tm (\(5\), 269-281.)Tj ET EMC /P <>BDC BT 11 0 0 11 316.9793 247.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 233.4712 Tm (9.)Tj ET EMC /P <>BDC BT 11 0 0 11 88.1277 233.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 233.4712 Tm -.0223 Tw [(Fraser)40(, Bruce \(1999\), What are discourse markers?, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 333.6668 233.4712 Tm (Journal of pragmatics, )Tj ET EMC /P <>BDC BT 11 0 0 11 436.2054 233.4712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 219.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 219.0712 Tm (31)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 107.3777 219.0712 Tm (\(7\), 931-952. )Tj ET EMC /P <>BDC BT 11 0 0 11 167.867 219.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 204.6712 Tm (10.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 204.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 204.6712 Tm -.004 Tc -.0335 Tw (Fung, Loretta, Ronald Carter \(2007\), Discourse markers and spoken English: )Tj ET EMC /P <>BDC BT 11 0 0 11 436.0377 204.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 190.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 190.2712 Tm .01 Tc .0986 Tw (native and learner use in pedagogic settings, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 311.346 190.2712 Tm (Applied Linguistics)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 399.7711 190.2712 Tm 0 Tw (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 406.5756 190.2712 Tm (28)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 417.7956 190.2712 Tm (\(3\),)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7018 190.2712 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 175.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 175.8712 Tm (410439. )Tj ET EMC /P <>BDC BT 11 0 0 11 140.3777 175.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 161.4713 Tm -.0371 Tc [(11)-37.1(.)]TJ ET EMC /P <>BDC BT 11 0 0 11 93.6278 161.4713 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 161.4713 Tm .0404 Tw [(Gilquin, Gatanelle \(2008\), Hesitation markers among EFL)37.1( learners: Prag-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7012 161.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 147.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 147.0712 Tm -.0332 Tw [(matic deficiency or dif)18.1(ference, in: Jess Romero-T)35.2(rillo, ed., )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 364.0976 147.0712 Tm (Pragmatics and )Tj ET EMC /P <>BDC BT 11 0 0 11 436.0859 147.0712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 132.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 132.6712 Tm -.0044 Tc -.0331 Tw [(corpus linguistics: )18.1(A)18( mutualistic entente)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 269.7582 132.6712 Tm [(, Mouton de Gruyter)40(, Berlin, 1)37.1(19-149.)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.6996 132.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 118.2712 Tm (12.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 118.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 118.2712 Tm .0072 Tc .0553 Tw [(Hasselgren, )55.2(Angela \(2002\), Learner corpora and language testing: Small-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7004 118.2712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 103.8713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 103.8713 Tm .0051 Tc .0574 Tw [(words as markers of learner uency, in: Granger)40(, Sylviane, Joseph Hung,)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7024 103.8713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 89.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 89.4713 Tm .01 Tc .0998 Tw [(Stephanie Petch-T)69.8(yson, ed., )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 227.8466 89.4713 Tm (Computer learner corpora, second language)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7016 89.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 75.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 75.0712 Tm .0001 Tc .0624 Tw [(acquisition and for)37.1(eign language teaching)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 285.7602 75.0712 Tm (, John Benjamins Publishing Co-)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7023 75.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 483 0 obj <>/ExtGState<>>> endobj 525 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 49.1201 580.0711 Tm 0 0 0 1 k 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 580.0711 Tm -.0552 Tw [(mpany)65(, Amsterdam/Philadelphia, )-55.2(143-174.)]TJ ET EMC /P <>BDC BT 11 0 0 11 267.7666 580.0711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 565.6711 Tm (13.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 565.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 565.6711 Tm -.0909 Tw [(Hasselgren, Angela )-55.2(\(2004\), )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 201.2965 565.6711 Tm -.0357 Tw [(T)91.8(esting the spoken English of young Norwegians: )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.0502 565.6711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 551.2711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 551.2711 Tm .0135 Tw [(A)18.1( study of test validity and the r)37.1(ole of smallwor)37.1(ds)110.9( in contributing to pupils)110.9( )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.5923 551.2711 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 536.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 536.8711 Tm [(fluency)55.2(,)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 113.2725 536.8711 Tm ( Cambridge University Press, Cambridge)Tj ET EMC /P <>BDC BT 11 0 0 11 294.4394 536.8711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 522.4711 Tm (14.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 522.4711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 522.4711 Tm -.0016 Tc -.0359 Tw [(Hellermann, John, )55.2(Andrea )18.1(V)110.9(e)0(r)18.1(gun \(2007\),Language which is not taught: )18.1(The )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.0289 522.4711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 508.0711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 508.0711 Tm -.0063 Tc -.0312 Tw (discourse marker use of beginning adult learners of English, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 344.477 508.0711 Tm (Journal of Prag-)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 508.0711 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 493.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 493.6711 Tm (matics)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 108.0893 493.6711 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 113.5893 493.6711 Tm (39)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 124.5893 493.6711 Tm (\(1\), 157-179. )Tj ET EMC /P <>BDC BT 11 0 0 11 185.0785 493.6711 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 479.2712 Tm (15.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 479.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 479.2712 Tm .0041 Tw (Iglesias Moreno, ngela Eugenia \(2001\), Native speaker Non-native spe-)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 479.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 464.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 464.8712 Tm -.0282 Tw [(aker interaction: )18(The use of DMs, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 233.3965 464.8712 Tm (ELIA: Estudios de ingstica inglesa apli-)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6937 464.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 450.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 450.4712 Tm (cada, 2)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 111.7524 450.4712 Tm (, 129-142.)Tj ET EMC /P <>BDC BT 11 0 0 11 156.6655 450.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 436.0712 Tm (16.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 436.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 436.0712 Tm -.001 Tc -.0365 Tw [(Jakupevi, Eva \(2019\), Y)100.1(oung Language Learners)74.2( Use of Discourse Mark-)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6952 436.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 421.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 421.6712 Tm (ers in L2 Narratives, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 177.414 421.6712 Tm [(English T)91.8(eaching & Learning)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 308.0981 421.6712 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 313.5981 421.6712 Tm (43)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 324.5981 421.6712 Tm [(\(4\), 41)37.1(1-428.)]TJ ET EMC /P <>BDC BT 11 0 0 11 381.9292 421.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 407.2712 Tm (17.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 407.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 407.2712 Tm -.0027 Tw (Kormos, Judit, Mariann Dnes \(2004\), Exploring measures and perceptions )Tj ET EMC /P <>BDC BT 11 0 0 11 419.4144 407.2712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 392.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 392.8712 Tm -.015 Tc (of fluency in the speech of second language learners, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 310.9687 392.8712 Tm (System, 32)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 356.3643 392.8712 Tm (\(2\), 145164.)Tj ET EMC /P <>BDC BT 11 0 0 11 413.7955 392.8712 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 378.4712 Tm (18.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 378.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 378.4712 Tm -.0027 Tc -.0348 Tw [(Lam, Phoenix )18.1(W)91.8(.)0( )37.1(Y)128.9(.)0( \(2009\),Discourse particles in corpus data and textbooks: )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.031 378.4712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 364.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 364.0712 Tm (The case of well, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 162.1332 364.0712 Tm (Applied Linguistics, 31,)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 266.6331 364.0712 Tm ( 260-281. )Tj ET EMC /P <>BDC BT 11 0 0 11 311.5463 364.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 349.6712 Tm (19.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 349.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 349.6712 Tm .01 Tc .0963 Tw [(Lambert, Craig, Judit Kormos, Danny Minn \(2017\), T)69.8(ask repetition and)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6939 349.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 335.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 335.2712 Tm -.0069 Tc -.0306 Tw (second language speech processing, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 241.1571 335.2712 Tm [(Studies in Second Language )18.1(Acquisition)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 413.9435 335.2712 Tm 0 Tc 0 Tw (, )Tj ET EMC /P <>BDC BT 11 0 0 11 419.031 335.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 320.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 320.8712 Tm (39.1, 167-196.)Tj ET EMC /P <>BDC BT 11 0 0 11 143.5331 320.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 306.4712 Tm (20.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 306.4712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 306.4712 Tm .0082 Tc .0543 Tw [(Maschler)40(, )37.1(Y)100.1(ael, Deborah Schif)18.1(frin \(2015\), Discourse markers: Language,)8.2( )]TJ ET EMC /P <>BDC BT 11 0 0 11 420.1298 306.4712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 292.0712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 292.0712 Tm .01 Tc .08 Tw [(meaning, and context, in: Schif)18.1(frin, Deborah, Deborah )18.1(T)69.8(annen, Heidi E.)10( )]TJ ET EMC /P <>BDC BT 11 0 0 11 420.4342 292.0712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 277.6712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 277.6712 Tm .01 Tc .1046 Tw (Hamilton, ed., )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 149.0051 277.6712 Tm (The handbook of discourse analysis, )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 321.8778 277.6712 Tm 0 Tc 0 Tw (2)Tj ET EMC /P <>BDC BT 6.6 0 0 6.6 327.4878 281.3013 Tm .0167 Tc (nd)Tj ET EMC /P <>BDC BT 11 0 0 11 334.3079 277.6712 Tm .01 Tc .1046 Tw [( edition, 189-221,)10( )]TJ ET EMC /P <>BDC BT 11 0 0 11 420.7046 277.6712 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 263.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 263.2712 Tm [(W)40.1(iley)65(, Hoboken, NJ)]TJ ET EMC /P <>BDC BT 11 0 0 11 168.6431 263.2712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 248.8712 Tm (21.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 248.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 248.8712 Tm .0099 Tw (Ministry of Science and Education \(2019\). Croatian Curriculum for English. )Tj ET EMC /P <>BDC BT 11 0 0 11 419.5522 248.8712 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 234.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 234.4713 Tm .01 Tc .3523 Tw [(Retrieved from https://narodne-novine.nn.hr/clanci/sluzbeni/2019_01_7_)10( )]TJ ET EMC /P <>BDC BT 11 0 0 11 423.4293 234.4713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 220.0713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 220.0713 Tm (139.html)Tj ET EMC /P <>BDC BT 11 0 0 11 118.7885 220.0713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 205.6713 Tm (22.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 205.6713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 205.6713 Tm -.0268 Tw [(Mullan, Kerry \(2017\), Etpis bon, ben alors voila quoi! )18.1(T)69.8(eaching those pesky )]TJ ET EMC /P <>BDC BT 11 0 0 11 419.1487 205.6713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 191.2713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 191.2713 Tm -.0047 Tc -.0328 Tw (discourse markers, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 167.717 191.2713 Tm [(International Journal of Pedagogies and Learning, 1)74.3(1)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 401.2738 191.2713 Tm -.0035 Tc 0 Tw (\(3\), )Tj ET EMC /P <>BDC BT 11 0 0 11 419.0319 191.2713 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 176.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 176.8712 Tm (271-282. )Tj ET EMC /P <>BDC BT 11 0 0 11 121.5331 176.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 162.4713 Tm (23.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 162.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 162.4713 Tm -.0354 Tw [(Mller)40(, Simone \(2005\), )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 184.3901 162.4713 Tm (Discourse Markers in Native and Non-native English )Tj ET EMC /P <>BDC BT 11 0 0 11 419.0546 162.4713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 148.0713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 148.0713 Tm (Discourse)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 123.977 148.0713 Tm [(, John Benjamins Publishing Company)65(, )55.2(Amsterdam/Philadelphia)]TJ ET EMC /P <>BDC BT 11 0 0 11 408.9458 148.0713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 133.6713 Tm (24.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 133.6713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 133.6713 Tm .0163 Tw (Neary-Sundquist, Colleen \(2014\), The use of pragmatic markers across pro)Tj ET EMC /P <>BDC BT 11 0 0 11 416.6935 133.6713 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 119.2713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 119.2713 Tm .01 Tc .1156 Tw (ficiency levels in second language speech, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 285.7834 119.2713 Tm [(Studies in Second Language)10( )]TJ ET EMC /P <>BDC BT 11 0 0 11 420.8251 119.2713 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 49.1201 104.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 104.8712 Tm [(Learning and T)91.8(eaching)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 181.6357 104.8712 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 187.1357 104.8712 Tm (4)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 192.6357 104.8712 Tm (\(4\), 637-663. )Tj ET EMC /P <>BDC BT 11 0 0 11 253.1249 104.8712 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 90.4713 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 76.0714 Tm (25.)Tj ET EMC /P <>BDC BT 11 0 0 11 76.6201 76.0714 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3701 76.0714 Tm -.0006 Tw [(OKeef)18.1(fe, )55.2(Anne, Brian Clancy)65(, Svenja )55.2(Adolphs \(201)37.1(1\), )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 324.5317 76.0714 Tm [(Intr)37.1(oducing pragma-)]TJ ET EMC /P <>BDC BT 11 0 0 11 416.6933 76.0714 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 47.0131 Tm (188)Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 526 0 obj <>/ExtGState<>>> endobj 578 0 obj <>stream /P <>BDC q 1 i .000061 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F1 1 Tf 11 0 0 11 417.2006 47.0131 Tm 0 0 0 1 k 0 Tc 0 Tw (189)Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 66.1277 579.0603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 579.0603 Tm (tics in use)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 140.3723 579.0603 Tm (. Routledge, London, UK)Tj ET EMC /P <>BDC BT 11 0 0 11 252.1931 579.0603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 564.6603 Tm (26.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 564.6603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 564.6603 Tm -.0009 Tc -.0366 Tw [(Ren, )18.1(W)80.1(ei, Zehngrui Han \(2016\), The representation of pragmatic knowledge )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.0391 564.6603 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 550.2603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 550.2603 Tm [(in recent EL)91.8(T)18.1( textbooks, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 207.2747 550.2603 Tm (Elt Journal, 70)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 273.5755 550.2603 Tm (\(4\), 424-434.)Tj ET EMC /P <>BDC BT 11 0 0 11 331.3147 550.2603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 535.8603 Tm (27.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 535.8603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 535.8603 Tm -.0198 Tw [(Riazantseva, )55.2(Anastasia \(2001\), Second language proficiency and pausing: )55.2(A)55.2( )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.2334 535.8603 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 521.4603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 521.4603 Tm .0105 Tw (study of Russian speakers of English, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 269.6851 521.4603 Tm [(Studies in Second Language )18.1(Acquisi-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7011 521.4603 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 507.0603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 507.0603 Tm (tion, 23)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 129.99 507.0603 Tm (, 497526.)Tj ET EMC /P <>BDC BT 11 0 0 11 176.7401 507.0603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 492.6603 Tm (28.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 492.6603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 492.6603 Tm .0006 Tc .0619 Tw [(Romero-T)35.1(rillo, Jess \(2002\), The pragmatic fossilization of discourse ma-)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7009 492.6603 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 478.2603 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 478.2603 Tm -.0044 Tc -.0331 Tw (rkers in non-native speakers of English, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 274.5422 478.2603 Tm (Journal of Pragmatics)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 371.8011 478.2603 Tm 0 Tw (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 376.8408 478.2603 Tm (34)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 387.745 478.2603 Tm -.0331 Tw (, 769784.)Tj ET EMC /P <>BDC BT 11 0 0 11 433.699 478.2603 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 463.8604 Tm (29.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 463.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 463.8604 Tm .0006 Tc .0619 Tw [(Romero-T)35.1(rillo, Jess \(2013\). Pragmatic Markers, in: Carol Chapelle, ed., )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.1383 463.8604 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 449.4604 Tm ( )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 96.3777 449.4604 Tm .01 Tc .2476 Tw [(The Encyclopedia of )18.1(Applied Linguistics)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 289.7798 449.4604 Tm [(, 4522-4528, Blackwell-W)40.1(iley)65(,)]TJ ET EMC /P <>BDC BT 11 0 0 11 433.7016 449.4604 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 435.0604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 435.0604 Tm (Oxford)Tj ET EMC /P <>BDC BT 11 0 0 11 128.1478 435.0604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 420.6604 Tm (30.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 420.6604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 420.6604 Tm .0236 Tw [(T)69.8(avakoli, Parveneh, Peter Skehan \(2005\), Strategic planning, task structure )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.7113 420.6604 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 406.2604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 406.2604 Tm .0172 Tw (and performance testing, in: Rod Ellis, ed., )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 294.124 406.2604 Tm (Planning and task performance )Tj ET EMC /P <>BDC BT 11 0 0 11 436.6405 406.2604 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 391.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 391.8604 Tm (in L2)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 119.3016 391.8604 Tm [(, 239277, John Benjamins, )55.2(Amsterdam)]TJ ET EMC /P <>BDC BT 11 0 0 11 295.5969 391.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 377.4604 Tm (31.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 377.4604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 377.4604 Tm .0306 Tw [(T)69.8(erraschke, )55.2(Agnes \(2007\), Use of general extenders by German non-native )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.7875 377.4604 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 363.0604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 363.0604 Tm .0512 Tw (speakers of English, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 194.5981 363.0604 Tm [(IRAL)18.1( - International Review of )18(Applied Linguistics in )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.0147 363.0604 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 348.6604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 348.6604 Tm [(Language T)91.8(eaching)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 183.0565 348.6604 Tm (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 188.5565 348.6604 Tm (45)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 199.5565 348.6604 Tm (\(2\), 141160. )Tj ET EMC /P <>BDC BT 11 0 0 11 261.8827 348.6604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 334.2604 Tm (32.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 334.2604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 334.2604 Tm .0017 Tc .0608 Tw [(V)60.1(ickov)65(, Gloria, Eva Jakupevi \(2017\), Discourse Markers in Non-Native )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.1368 334.2604 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 319.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 319.8604 Tm -.0046 Tc -.051 Tw [(EFL)37.1( T)69.8(eacher T)69.8(alk, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 183.0046 319.8604 Tm -.0329 Tw [(Studies in Second Language Learning and T)91.8(eaching)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 407.787 319.8604 Tm 0 Tw (, )Tj ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 412.8243 319.8604 Tm 0 Tc (7)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 418.2741 319.8604 Tm -.0035 Tc (\(4\), )Tj ET EMC /P <>BDC BT 11 0 0 11 436.0375 319.8604 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 305.4604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 305.4604 Tm (649-671.)Tj ET EMC /P <>BDC BT 11 0 0 11 135.7908 305.4604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 291.0604 Tm (33.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 291.0604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 291.0604 Tm .0065 Tc .056 Tw [(V)60.1(ickov)65(, Gloria, Eva Jakupevi \(2020\), Discourse Marker Clusters in the)6.5( )]TJ ET EMC /P <>BDC BT 11 0 0 11 437.1383 291.0604 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 276.6604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 276.6604 Tm -.0032 Tc -.0343 Tw [(Classroom Discourse of Native and Non-Native EFL)37.2( )18.1(T)69.9(e).1(achers, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 376.0767 276.6604 Tm -.0028 Tc 0 Tw (International )Tj ET EMC /P <>BDC BT 11 0 0 11 436.0389 276.6604 Tm 0 Tc ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 262.2604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 262.2604 Tm [(Journal of Learning, T)91.8(eaching and Educational Resear)37.1(ch, 19)]TJ ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 365.9583 262.2604 Tm (\(3\), 310328. )Tj ET EMC /P <>BDC BT 11 0 0 11 428.2845 262.2604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 247.8604 Tm (34.)Tj ET EMC /P <>BDC BT 11 0 0 11 93.6278 247.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 247.8604 Tm .0459 Tw [(W)80.1(ei, Ming \(201)37.1(1\), Investigating the oral proficiency of English learners in )]TJ ET EMC /P <>BDC BT 11 0 0 11 436.9556 247.8604 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 233.4605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 233.4605 Tm -.0047 Tc -.0328 Tw [(China: )55.2(A)55.2( comparative study of the use of pragmatic markers, )]TJ ET EMC /P <>BDC BT /F2 1 Tf 11 0 0 11 364.8676 233.4605 Tm (Journal of Prag)Tj ET EMC /P <>BDC BT 11 0 0 11 433.7037 233.4605 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 66.1277 219.0605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 96.3777 219.0605 Tm (matics, 43)Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 141.597 219.0605 Tm (\(14\), 3455-3472.)Tj ET EMC /P <>BDC BT 11 0 0 11 215.8362 219.0605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 204.6605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 190.2604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 175.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 161.4605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 147.0605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 132.6605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 118.2605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 103.8604 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 89.4605 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 79.3699 75.0605 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 85.526 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 227.465 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 413.3713 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 201.9526 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 296.9448 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 198.0788 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 65.196 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 579 0 obj <>/ExtGState<>>> endobj 639 0 obj <>stream /P <>BDC q 1 i 0 680.315 481.89 -680.315 re 240.96 340.2 m W n 0 680.28 481.92 -680.28 re W n /GS2 gs BT /F3 1 Tf 12.6 0 0 14 48.1925 577.2166 Tm 0 0 0 1 k 0 Tc 0 Tw (DISKURSNE OZNAKE U ENGLESKOMU KAO STRANOMU)Tj ET EMC /P <>BDC BT 12.6 0 0 14 395.0862 577.2166 Tm ( )Tj ET EMC /P <>BDC BT 12.6 0 0 14 48.1925 562.8166 Tm [(JEZIKU: STUDIJA)55.2( SLUAJA)55.2( SA)55.2( STUDENTIMA)55.2( STROJARSTV)128.9(A)]TJ ET EMC /P <>BDC BT /F4 1 Tf 12 0 0 12 416.6012 562.8166 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 62.3622 548.4166 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 534.0166 Tm (Saetak)Tj ET EMC /P <>BDC BT 9 0 0 9 78.186 534.0166 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 48.189 519.6166 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 505.2166 Tm .0429 Tw (Kao osnovni elementi pragmatske i komunikacijske kompetencije, diskursne oznake \(DO\) uenicima)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6937 505.2166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 490.8166 Tm -.0183 Tw (stranih jezika mogu pomoi da zvue prirodnije, kao i da se nose s potekoama koje predstavlja govor)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6934 490.8166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 476.4166 Tm .003 Tw (na stranomu jeziku. No, istraivanja su veinom pokazala da uenici stranih jezika DO rabe na razliit)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6937 476.4166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 462.0166 Tm -.0232 Tw (nain od izvornih govornika rjee, u manjemu rasponu ili za drugaije funkcije. Zbog velike vanosti)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6935 462.0166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 447.6166 Tm -.0213 Tw (ovih jezinih elemenata u govoru na stranomu jeziku, potrebno je vie informacija o tome kako uenici)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6937 447.6166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 433.2166 Tm -.0288 Tw (s razliitim jezinim pozadinama i u razliitim kontekstima rabe DO. Cilj ovoga istraivanja je proiriti)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6938 433.2166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 418.8166 Tm .01 Tc .1422 Tw (postojee znanje pruajui uvid u uporabu DO 33 hrvatskih studenata elektrotehnike \(govornika)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6945 418.8166 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 404.4166 Tm .0014 Tc .0611 Tw (engleskog jezika na vioj srednjoj razini\) u ponovljenom narativnom zadatku na engleskomu jeziku.)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6916 404.4166 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 390.0166 Tm .0039 Tc .0586 Tw (Rezultati ukazuju na vrlo slabu izvedbu to se tie raspona upotrijebljenih DO, uz uestalu uporabu)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6955 390.0166 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 375.6166 Tm .0036 Tw (osnovne DO )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 95.7498 375.6166 Tm 0 Tw (and)Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 109.2498 375.6166 Tm .0036 Tw ( za postizanje koherencije u priama. Razlog ovakvim rezultatima najvjerojatnije lei)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6938 375.6166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 361.2166 Tm .0006 Tw (u neprirodnom unosu kojemu su uenici izloeni u kontekstu uionice, kao i nedostatku fokusa na ovo)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6938 361.2166 Tm 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 346.8167 Tm -.0079 Tc -.0296 Tw (elemente u nastavi i udbenicima stranih jezika. Nai rezultati stoga ukazuju na potrebu da se DO ukljue)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6956 346.8167 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 332.4167 Tm (u programe obrazovanja buduih nastavnika, kao i programe za uenje stranih jezika.)Tj ET EMC /P <>BDC BT 9 0 0 9 355.314 332.4167 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 48.189 318.0167 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 9 0 0 9 48.189 303.6167 Tm -.0074 Tc -.0301 Tw (Kljune rijei: )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 104.5652 303.6167 Tm (diskursne oznake; govorna fluentnost; pragmatska kompetencija; pragmatska fosilizacija)Tj ET EMC /P <>BDC BT 9 0 0 9 416.6939 303.6167 Tm 0 Tc 0 Tw ( )Tj ET EMC /P <>BDC BT 11 0 0 11 62.3622 289.2167 Tm ( )Tj ET EMC /P <>BDC BT /F3 1 Tf 11 0 0 11 62.3622 274.8167 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 11 0 0 11 48.189 260.4167 Tm (Adresa autorica)Tj ET EMC /P <>BDC BT 11 0 0 11 117.5137 260.4167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 246.0167 Tm [(Author)-37.1()55.2(s)0( address)]TJ ET EMC /P <>BDC BT 11 0 0 11 122.8364 246.0167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 231.6167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 217.2167 Tm (Mirjana Matea Kova)Tj ET EMC /P <>BDC BT 11 0 0 11 144.7021 217.2167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 202.8167 Tm (Eva Jakupevi)Tj ET EMC /P <>BDC BT 11 0 0 11 116.9067 202.8167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 188.4167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 174.0167 Tm (Sveuilite u Splitu)Tj ET EMC /P <>BDC BT 11 0 0 11 133.7451 174.0167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 159.6168 Tm (Filozofski fakultet)Tj ET EMC /P <>BDC BT 11 0 0 11 129.1476 159.6168 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 145.2167 Tm [(mirjana@f)18.1(fst.hr)]TJ ET EMC /P <>BDC BT 11 0 0 11 118.2925 145.2167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 130.8167 Tm [(ejakupcevic@f)18.1(fst.hr)]TJ ET EMC /P <>BDC BT 11 0 0 11 137.2202 130.8167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 116.4167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 102.0168 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 87.6168 Tm ( )Tj ET EMC /P <>BDC BT 10 0 0 10 48.189 73.2167 Tm ( )Tj ET EMC /P <>BDC BT 11 0 0 11 48.189 47.0131 Tm (190)Tj ET EMC /P <>BDC BT 9 0 0 9 68.5183 638.9382 Tm (Mirjana Matea Kova, Eva Jakupevi )Tj ET EMC /P <>BDC BT /F2 1 Tf 9 0 0 9 210.4573 638.9382 Tm [( Discourse Marker use in L2 English: )18.1(A)18.1( Case Study)]TJ ET EMC /P <>BDC BT 9 0 0 9 396.3636 638.9382 Tm ( )Tj ET EMC /P <>BDC BT 9 0 0 9 184.9449 627.9382 Tm (with Engineering Students)Tj ET EMC /P <>BDC BT 9 0 0 9 279.937 627.9382 Tm ( )Tj ET EMC /P <>BDC BT /F1 1 Tf 9 0 0 9 181.071 616.9382 Tm (DHS 3 \(12\) \(2020\), 175-190)Tj ET EMC /Artifact <>BDC 0 0 0 1 K 0 J 0 j .5 w 10 M [] 0 d q 1 0 0 1 48.188 609.449 cm 0 0 m 368.505 0 l S Q EMC Q endstream endobj 640 0 obj <>/ExtGState<>>> endobj 6 0 obj <> endobj 5 0 obj <> endobj 231 0 obj <>stream AdobedC         #"""#'''''''''' -" s!1AQa"q2B#R3b$r%C4Scs5D'6Tdt& EFVU(eufv7GWgw8HXhx)9IYiy*:JZjz?yߕ4SSӽ{ˁ#M/*"WQ8HR?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%R?ZU/?%\ϧ?]_G63PM#Y/͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lȿwG2_6luk}UXndk̬ʼ(h;NZm=H˭UX٥s ݣu(HQᆝ[]򶕭>d.Hd'9 u+J0,-%e ǜHXro-453=[,NL΁O͛6lٳf͛9~b.HV_=&Kf͛":.[FI!%/%*\NA!嫿*h K,,0XUL_RQКDm>SŴ4UNZʪ[`P~9Mf_Sb<E}).T` Gf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6rMOuyPK}OT4d Hh2]\tԆ _Βk豢`үQjBW ;85ͬSktm,ۼ7ֱ~-N#vԮ4?3Xf^kl]26JBzV1Zy}~u+FkR쩌>mBNOy44ĶhHۙ8W1iY/^-27[F+;~gy*)q$`*8zooneb1VWWUq@I>z ;_~lu x.#hE̳`Hṃ&4虳f͛6lٳg"S%ߕi'~lٳaO4 o2i\HвŽt/8)5Tц V}RUԵ]VTKh Be /+Px`=?:{^Xk>nM}UG)P /yzhmZI'!y>Ԓ@m6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lAq埬y {%l`;&T1pX#~VBMn/0󭾠c'J74H+IYZy&^s`e^x`{/I&<] I͕<^rԏrU܃kM>ˍNf7'c^d0ͮG*'I*9 ͛6lٳf͛6lٳf͛6lٳfȾgQi4O0͢z/XcWBd!Jj3v7֗4b^-(,K4fbN+IAsr(cYB ŕk-ctmGK6ayb9ңHUGιZ?gԵ ޣ:N V48cE 5' +ZF/..tx,4C" ~jᒜٳf͛6lٳ)A4ed6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳg"S%ߕi'~lٳf͛7lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳf͛6lٳfE?ئK+?՗OIٳflYaiw\"#5mxX$+;d_Jԯu=Kڼ ڴ]ZNDVD ڃ_l[\7Ry-EkˤxHHRG|C}UiLi\jz\?zy7Xb7VQo/pi#N$j͘ Zv=0MKTھ%ּ~/]xn7gĩXMcDmogKNѢЪW7^E6_=Эޛ"/ %YAzt-*y<2,/skKrPĥV/M.5oMzoC\jUR<7>XWZć^L; 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