Abstract
This dissertation aims at discovering the linguistic cues of the speaker’s self-monitoring fact with the data collected from the classroom monologue narratives. In this research, speakers’ self-repairs and employments of self-monitoring discourse markers are studied, since they possess the indications of the monologue narrators’ self-speech monitoring activities. With respect to self-repair, imperfect speeches in the classroom presentations are first investigated and maxims in Grice’s Cooperative Principles are employed for repairable categorization. Next, strategies narrators apply to repair different types of reparandums are examined. Moreover, speaker’s speech repetition and recycling patterns are inspected in which their functions are first reviewed and their syntactic scopes of application are measured with reference to the sentence structure of the concerned languages. In regard to speech self-monitoring markers, functions of the particles and how the pragmatic functions of these devices derive from their lexical interpretations are examined. Restrictions on formulations of the compound mechanisms and frequencies of the concerned self-monitoring markers are discussed.