Corpus-Informed Instruction of the Pragmatic Marker "I Mean"

Autor/inn/en	Caprario, Marcella; Taguchi, Naoko; Reppen, Randi
Titel	Corpus-Informed Instruction of the Pragmatic Marker "I Mean"
Quelle	In: Language Learning Journal, 50 (2022) 4, S.460-474 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caprario, Marcella) ORCID (Taguchi, Naoko) ORCID (Reppen, Randi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2088439
Schlagwörter	Teaching Methods; Computational Linguistics; Second Language Learning; Second Language Instruction; Language Proficiency; Pragmatics; Classroom Communication; Persuasive Discourse; Academic Language; Language Usage; Error Correction; Metalinguistics; Interpersonal Relationship; Semantics; Language Aptitude; Instructional Materials; Lesson Plans; English (Second Language); Language Tests; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Computerlinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Pragmalinguistik; Klassengespräch; Persuasion; Persuasive Kommunikation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Korrektur; Metalanguage; Metasprache; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Semantik; Sprachbegabung; Spracheignung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01