The study of of course presented in this article has an applied, a descriptive and a theoretical aim. Since of course proves to be very frequent in English, learners will need to know what meanings the item has and in what pragmatic contexts it is used. It has indeed been shown that some learners tend to use of course in contexts where it is felt by native speakers to be inappropriate. In order to explain such inappropriate uses we need detailed descriptions of the semantics and pragmatics of of course. From a theoretical point of view such multifunctional items raise the question of whether semantic polysemy or pragmatic polysemy is the best explanatory account. It is argued in this paper that empirical cross-linguistic work can contribute to providing answers to all three research questions. First, the study of correspondences and differences between languages with regard to the meanings and uses of pragmatic markers is a necessary step in the explanation of learner problems. Second, the bidirectional approach to equivalents, which involves going back and forth from sources to translations, enables us to show to what extent the equivalents have partially overlapping pragmatic functions. An in-depth comparison of the semantic fields in which the translation equivalents operate is the ultimate goal. Third, the translation method helps to see to what extent a core meaning account is justified. In this paper three languages are brought into the picture, viz. English, Swedish and Dutch. The cross-linguistic data have been gathered from three translation corpora, i.e. the English-Swedish Parallel Corpus, the Oslo Multilingual Corpus and the Namur Triptic Corpus.
2021. Persistent argumentative discourse markers: The case of Hebrew rectification-marker be-ʕecem (‘actually’). Journal of Pragmatics 172 ► pp. 254 ff.
2021. Mapping the Use of Boosters in Academic Writing by Malaysian First-Year Doctoral Students. Pertanika Journal of Social Sciences and Humanities 29:3
2016. Linguistic concepts across languages: The category of epistemic adverbs in English and Polish. Yearbook of the Poznan Linguistic Meeting 2:1 ► pp. 195 ff.
2014. English discourse markers in mediatised political interviews. Brno Studies in English 40:1 ► pp. 45 ff.
Cuenca, Maria-Josep & Maria-Josep Marín
2012. Discourse markers and modality in spoken Catalan: The case of (és) clar. Journal of Pragmatics 44:15 ► pp. 2211 ff.
Vaskó, Ildikó
2012. Pragmatic particles indicating expectation—The case ofPersze. Acta Linguistica Hungarica 59:4 ► pp. 465 ff.
Lin, Chia-Yen
2010. ‘… that's actually sort of you know trying to get consultants in …’: Functions and multifunctionality of modifiers in academic lectures. Journal of Pragmatics 42:5 ► pp. 1173 ff.
Lymer, Gustav
2009. Demonstrating Professional Vision: The Work of Critique in Architectural Education. Mind, Culture, and Activity 16:2 ► pp. 145 ff.
Aijmer, Karin & Anne-Marie Simon-Vandenbergen
2004. A model and a methodology for the study of pragmatic markers: the semantic field of expectation. Journal of Pragmatics 36:10 ► pp. 1781 ff.
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