@article{article_455594, title={Discourse Deixis and Anaphora in L2 Writing}, journal={Dilbilim Araştırmaları Dergisi}, volume={30}, pages={241–271}, year={2019}, DOI={10.18492/dad.455594}, url={https://izlik.org/JA88EH37GG}, author={Cokal, Derya}, keywords={interlanguage demonstratives,rhetorical questions,second language writing,discourse deixis,basic-level explicature,high-level explicature}, abstract={<p style="margin-top:1em;margin-bottom:1em;color:rgb(17,17,17);font-family:Verdana, Arial, Helvetica, sans-serif;font-size:11.2px;background-color:rgb(251,251,243);"> <span lang="en-gb" style="font-size:9pt;font-family:’Times New Roman’, serif;color:#000000;" xml:lang="en-gb">This
study investigates the use of <i>it, </i> <i>this, </i>
and <i>that </i> by L1 Turkish learners of
English in academic writings from two perspectives: <i>Rhetorical Structure Theory </i> (Marcu, 2000) and <i>Relevance Theory </i>(Sperber & Wilson, 1986/95). The study
examines the expressions as interface phenomena concerning the attentional state
and the intentional structure of discourse and shows deictics contribute
different higher-level explicatures to relations between discourse units. The
L2 data analyses reveal (1) <i>it </i> is
used as a discourse deictic at lower levels of proficiency; (2) <i>this </i> is
the default demonstrative for reference establishment and maintenance; (3)
learners tend to use demonstratives in rhetorical relations that are atypical
of written academic discourse; and (4) learners demonstrate non-optimal
processing of pointing acts. In addition, to implications of results,
suggestions for further research and instruction are proposed. </span> <br /> </p> <p class="MsoBodyText" style="line-height:200%;"> <span lang="en-gb" xml:lang="en-gb"> </span> </p> <p> </p>}, number={2}