Corpus-informed instruction of the pragmatic marker I mean. Issue 4 (4th July 2022)

• Record Type: Journal Article
• Authors: Caprario, Marcella; Taguchi, Naoko; Reppen, Randi
• Is Part Of: Language learning journal. Volume 50:Issue 4(2022)
• Page Start: 460
• Page End: 474
• Publication Date: 2022-07-04
• Subjects: Pragmatic markers -- communicative function -- I mean -- classroom discourse; Language and languages -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1080/09571736.2022.2088439
• Languages: English
• ISSNs: 0957-1736

Abstract

ABSTRACT: Pragmatic markers perform important communicative functions, but they can be difficult to learn in a second language because of their multifunctionality and lack of salience during communicative events. This study has two goals: (1) to describe the communicative functions of the pragmatic marker I mean in academic discourse; and (2) to provide instructional activities for teaching the multiple functions of the pragmatic marker I mean . Bottom-up corpus-linguistics techniques were used to discover frequent functions of I mean in a corpus of interactive classroom discourse. The results revealed three main communicative functions: (1) argumentation management, (2) communication management, and (3) interaction management (cf. Fant. 2016. Pragmatic markers in high-level second language use. In Advanced Proficiency and Exceptional Ability in Second Languages, ed. K. Hyltenstam, 15–42. Berlin: De Gruyter Mouton). The results also revealed a range of subfunctions, including self-correction, elaboration, rapport building, and pause filling while holding the floor. These findings provided an empirical basis for the creation of pedagogical materials. We present instructional tasks that draw on awareness-raising and explicit-inductive teaching techniques to support L2 learners in gaining a richer understanding of the multifunctionality of I mean, as well as the importance of context in interpreting and creating meaning.