Pragmatic markers are an important part of the grammar of conversation and not simply markers of disfluency. They have a number of functions that help the speaker to organise the conversation and to express feelings and attitudes. Advanced EFL learners use frequent pragmatic markers such as well. However their use of well diverges from the native speaker norm. The present study uses data from the Swedish component of the LINDSEI corpus and its native speaker counterpart (LOCNEC) to examine similarities and differences between native and non-native speakers. The overall picture is that Swedish learners overuse well, although there are considerable individual differences. Thus learners use well above all as a fluency device to cope with speech management problems but underuse it for attitudinal purposes. Pragmatic markers cannot be taught in the same way as other lexical items but it is important to discuss how and where they are used.
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2022. Information technology students’ involvement in in-class debates: Speech acts and modification of the illocutionary force. Discourse and Interaction 15:2 ► pp. 28 ff.
2022. A comparative analysis of English for academic purposes teachers’ interactive metadiscourse across the British and Chinese contexts. Frontiers in Psychology 13
Gras, Pedro, Patricia Galiana & Elisa Rosado
2021. Modal and Discourse Marking in L1 & L2 Spanish: A Comparative Analysis of Oral Narratives. Corpus Pragmatics 5:1 ► pp. 63 ff.
ŞAHİN KIZIL, Aysel
2021. Discourse Markers in Learner Speech: A Corpus Based Comparative Study. Dil Eğitimi ve Araştırmaları Dergisi 7:1 ► pp. 1 ff.
Crible, Ludivine & Sarah E. Blackwell
2020. Introduction: Discourse-pragmatic markers in speech and sign. Journal of Pragmatics 156 ► pp. 24 ff.
Crible, Ludivine & Elena Pascual
2020. Combinations of discourse markers with repairs and repetitions in English, French and Spanish. Journal of Pragmatics 156 ► pp. 54 ff.
2020. The Learner Corpora of Spoken English: What Has Been Done and What Should Be Done?. Lanaguage Research 56:1 ► pp. 29 ff.
Basol, Hasan Çağlar & Galip Kartal
2019. The use of micro-level discourse markers in British and American feature-length films: Implications for teaching in EFL contexts. Dil ve Dilbilimi Çalışmaları Dergisi 15:1 ► pp. 276 ff.
2019. Young Language Learners’ Use of Discourse Markers in L2 Narratives. English Teaching & Learning 43:4 ► pp. 411 ff.
Nelson, Gerald
2019. World Englishes and Corpora Studies. In The Handbook of World Englishes, ► pp. 523 ff.
Pérez-Paredes, Pascual & M. Camino Bueno-Alastuey
2019. A corpus-driven analysis of certainty stance adverbs: Obviously, really and actually in spoken native and learner English. Journal of Pragmatics 140 ► pp. 22 ff.
2018. Collocation Graphs and Networks: Selected Applications. In Lexical Collocation Analysis [Quantitative Methods in the Humanities and Social Sciences, ], ► pp. 59 ff.
Lim, Jessica
2018. So How Do English Language Learners Use "So"?. Canadian Journal of Applied Linguistics 21:1 ► pp. 94 ff.
Romero-Trillo, Jesús
2018. Corpus Pragmatics and Second Language Pragmatics: A Mutualistic Entente in Theory and Practice. Corpus Pragmatics 2:2 ► pp. 113 ff.
Chan, Clarice S.C.
2017. Investigating a research-informed teaching idea: The use of transcripts of authentic workplace talk in the teaching of spoken business English. English for Specific Purposes 46 ► pp. 72 ff.
Friginal, Eric, Joseph J. Lee, Brittany Polat & Audrey Roberson
2017. Corpora of Spoken Academic Discourse and Learner Talk: A Survey. In Exploring Spoken English Learner Language Using Corpora, ► pp. 35 ff.
Hogeweg, Lotte, Helen de Hoop, Stefanie Ramachers, Frans van der Slik & Verena Wottrich
2016. The L2-acquisition of the German particle doch
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2015. Variability in Native and Non-Native Use of Pragmatic Markers: the Example of Well in Role-Play Data. In Researching Sociopragmatic Variability, ► pp. 174 ff.
Gablasova, Dana & Vaclav Brezina
2015. Does Speaker Role Affect the Choice of Epistemic Adverbials in L2 Speech? Evidence from the Trinity Lancaster Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2015 [Yearbook of Corpus Linguistics and Pragmatics, 3], ► pp. 117 ff.
2015. Discourse MarkersLanguage, Meaning, and Context. In The Handbook of Discourse Analysis, ► pp. 189 ff.
Aijmer, Karin
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Aijmer, Karin
2023. Corpus Pragmatics. In The Cambridge Handbook of Language in Context, ► pp. 289 ff.
Andersen, Gisle
2014. Pragmatic borrowing. Journal of Pragmatics 67 ► pp. 17 ff.
Campillos Llanos, Leonardo & Paula González Gómez
2014. Oral Production of Discourse Markers by Intermediate Learners of Spanish: A Corpus Perspective. In Yearbook of Corpus Linguistics and Pragmatics 2014 [Yearbook of Corpus Linguistics and Pragmatics, 2], ► pp. 239 ff.
Fernández, Julieta, Anna Gates Tapia & Xiaofei Lu
2014. Oral proficiency and pragmatic marker use in L2 spoken Spanish: The case of pues and bueno. Journal of Pragmatics 74 ► pp. 150 ff.
Huang, Lan-fen
2014. “I Think” in NS and Chinese NNS Spoken English. International Journal of Computer-Assisted Language Learning and Teaching 4:1 ► pp. 84 ff.
Huang, Lan-fen
2019. A Corpus-Based Exploration of the Discourse Marker Well in Spoken Interlanguage. Language and Speech 62:3 ► pp. 570 ff.
O'Boyle, Aisling
2014. ‘You’ and ‘I’ in university seminars and spoken learner discourse. Journal of English for Academic Purposes 16 ► pp. 40 ff.
Callies, Marcus
2013. Advancing the Research Agenda of Interlanguage Pragmatics: The Role of Learner Corpora. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1], ► pp. 9 ff.
Liu, Binmei
2013. Effect of first language on the use of English discourse markers by L1 Chinese speakers of English. Journal of Pragmatics 45:1 ► pp. 149 ff.
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