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.

摘要

语用标记执行重要的交际功能，但由于它们的多功能性和在交际事件中缺乏显着性，它们可能难以用第二语言学习。本研究有两个目的：（1）描述语用标记在学术话语中的交际功能；(2) 提供教学活动以教授语用标记的多种功能。自下而上的语料库语言学技术被用来发现我的意思的频繁功能在交互式课堂话语的语料库中。结果揭示了三个主要的交际功能：（1）争论管理，（2）沟通管理，和（3）交互管理（cf. Fant. 2016. Pragmatic markers in high-level second language use. In Advanced Proficiency and Exceptional Ability in in第二语言，ed. K. Hyltenstam，15-42。柏林：De Gruyter Mouton）。结果还揭示了一系列子功能，包括自我纠正、细化、建立融洽的关系以及在保持地板时暂停填充。这些发现为创建教学材料提供了经验基础。我们提出了利用提高意识和显式归纳教学技术的教学任务，以支持二语学习者更深入地了解语言的多功能性。我的意思是，以及上下文在解释和创造意义方面的重要性。