This article attempts to elaborate upon the notion that anyway seems to play specific discursive functions in the institutional talk, Donald Trump Speech relevant to monologues rather than any other institutional talk related to turn-sequences, taking heed of how its usage is connoted in disparate settings of his monologic speeches. Drawing upon the observation pertaining to the monologic speeches of anyway in spoken language, it was shown that the use of anyway indicates the four certain discursive functions including resumptive, transitive, incremental, and strengthening markers in order to acquire his vested rights, or receive his votes, and maintain his favorable reputation. As for the heterogeneous nature of anyway between monologues and turn-sequences, it may be presumed that monologic anyway does not tend to function to close or alter ongoing narratives or themes, whereas its anyway may be utilized to indicate that interlocutors have the intention of increasing supplementary information or thoughts and highlighting absolute contentions; in addition, this may be related to a contemptuous function.

This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.