I think and I don’t know in English as lingua franca and native English discourse

Baumgarten, Nicole; House, Juliane

doi:10.1016/j.pragma.2009.09.018

Cited by 147 publications

(100 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Vague expressions (such as and so on, some kind of) used in spoken language in an academic context have also been examined (Metsä-Ketelä 2012), with the finding that, overall, vague expressions are used almost twice as frequently by ELF users as by native speakers, although with a narrower range of expressions (Metsä-Ketelä 2012: 263). Similarly, when comparing the pragmatic markers I don't know and I think in general spoken discourse by ELF speakers and native speakers, Baumgarten and House (2010) found that ELF speakers tended to use I don't know in a more literal sense, i.e. for lack of knowledge about something, while L1 speakers used it to mark stance, expressing uncertainty, avoidance, neutrality and non-commitment.…”

Section: Lexical Bundles and Their Functionsmentioning

confidence: 97%

“…In the five-million word CANCODE corpus (a corpus of spoken English in a range of contexts of use including casual conversation, workplace and academic settings among different speaker relationships), O'Keeffe et al (2007) report the top three three-word bundles as I don't know, a lot of, and I mean I, all of which can contribute to the smooth running of conversation in various ways. I don't know has a range of functions as both a discourse and stance marker; it may express genuine uncertainty, but is often employed as a face-saving device, both for the speaker and listener (Tsui 1991), to take the floor and to open up the floor to other speakers (Baumgarten and House 2010). A lot of offers the potential for vagueness that characterizes much conversation.…”

Section: Lexical Bundles and Their Functionsmentioning

confidence: 99%

“…I don't know, for example, is only used in the sense of lacking knowledge or certainty in the self-study books, and while this may also be its main use in ELF (c.f. Baumgarten and House 2010), the examples in Table 7 show that it is also used to allow thinking time, to hedge an utterance and to add further vagueness to a Table 7 Functions of selected top bundles from ELF interactions…”

Section: Comparison With Elf Bundlesmentioning

confidence: 99%

See 2 more Smart Citations

From Do You Know to I Don’t Know: An Analysis of the Frequency and Usefulness of Lexical Bundles in Five English Language Self-Study Books

Allan

2017

Corpus Pragmatics

View full text Add to dashboard Cite

Knowing which phrases to use in everyday situations is a key part of communicating effectively in English, and increasingly language learning materials are expected to reflect this. This paper presents a corpus analysis of five contemporary self-study books for English language learners, to identify common phrases taught, assess their form and function, and evaluate them against a baseline of lexical bundles (i.e. recurring sequences of words) used in social situations by users of English as a Lingua Franca (ELF). Self-study textbooks aim to equip the learner with enough English to function appropriately in a range of different contexts; they usually present language in the form of dialogues in common everyday situations, often supplemented with exercises, grammar explanations and glossaries. While they may differ in pedagogical approach, it could be anticipated that the lexical bundles found would be broadly similar. However, analysis of this corpus showed a lack of consistency both in the form and number of bundles found in the different publications. Furthermore, comparison with a corpus of ELF conversations extracted from the Vienna-Oxford International Corpus of English (VOICE, version 2.0 XML) (2013) highlighted the underrepresentation of lexical bundles with certain pragmatic functions, such as hedges/stance expressions (I don't know, I think) and vague language (a little bit).

show abstract

Section: Lexical Bundles and Their Functionsmentioning

confidence: 97%

Section: Lexical Bundles and Their Functionsmentioning

confidence: 99%

Section: Comparison With Elf Bundlesmentioning

confidence: 99%

See 1 more Smart Citation

From Do You Know to I Don’t Know: An Analysis of the Frequency and Usefulness of Lexical Bundles in Five English Language Self-Study Books

Allan

2017

Corpus Pragmatics

View full text Add to dashboard Cite

show abstract

“…While many authors list I think as a hedge in expressing politeness (Holmes, 1990;Aijmer, 1997;Kärkkäinen, 2003;Baumgarten & House, 2010), it can also convey the meaning of confidence and persuasion, in which case it does not mitigate the illocution force of the speech act.…”

Section: Thinkmentioning

confidence: 99%

The art of mitigating disagreement: How EFL learners do it

Kusevska¹

2015

JFLTAL

View full text Add to dashboard Cite

The principal motivation of this study is to investigate how Macedonian learners of English mitigate their disagreement. It is a follow-up of a much broader study in the field of cross-cultural pragmatics focusing on disagreement in Macedonian and American English (Kusevska, 2012). Our cross-cultural analysis reveals that Macedonian and American native speakers show preference for different types of disagreement, the major difference being the frequency of mitigation as well as the linguistic means used for its realisation.For the purpose of this study, we have accepted the definition that mitigation is the linguistic communicative strategy of softening an utterance, reducing the impact of an utterance, or limiting the face loss associated with a message (Fraser, 1980;Caffi, 1999Caffi, , 2007Martinovski, 2006;Clemen, 2010;Czerwionka, 2012). As mitigation in disagreement is closely connected with politeness, we have also relied on the model of politeness and the strategies for FTA realisation proposed by Brown & Levinson (1978/1987. We have looked at lexical and syntactic devices such as modal auxiliaries (e.g., can/could; may/might), hedges (kind of, sort of), discourse markers (well, but, look), verbs expressing uncertainty (I think, I don't think), verbs expressing vagueness (seem, assume, guess), conditionals etc., that learners use to mitigate their utterances.

show abstract

“…Polat (2011) compares the data from her one individual subject that she studies longitudinally with native-speaker data drawn from the Louvain Corpus of Native English Conversation (Locnec: De Cock, 2004). Müller (2005), Baumgarten and House (2010) and my own forthcoming study draw on comparable corpora: native and non-native data were collected following the same protocol with both natives and non-natives in order to ensure that like was being compared with like.…”

Section: Important Structuresmentioning

confidence: 99%

Corpora in language teaching and learning

Beeching¹

2014

rdlc

View full text Add to dashboard Cite

I think and I don’t know in English as lingua franca and native English discourse

Cited by 147 publications

References 13 publications

From Do You Know to I Don’t Know: An Analysis of the Frequency and Usefulness of Lexical Bundles in Five English Language Self-Study Books

From Do You Know to I Don’t Know: An Analysis of the Frequency and Usefulness of Lexical Bundles in Five English Language Self-Study Books

The art of mitigating disagreement: How EFL learners do it

Corpora in language teaching and learning

Contact Info

Product

Resources

About