Camilla Bardel (Stockholms universitet)

Classifying discourse markers in a L2 – rationale and tentative method

The use of discourse markers (DMs) produced by L2 speakers seems to depend highly on individual variation (Pauletto & Bardel 2016). One factor to take into account when trying to understand which DMs are used by individual L2 speakers, how and why, is the proficiency level in the target language. The position of the learner on a formal - informal learning continuum may also play a role. Individual use of DMs may also differ because of the variation in the L2 input received, especially during stays abroad (Magliacane 2017). A classification of DMs into phonological markers (eh, hm, mhm, ah, oh) lexical markers (well, like), and syntactic markers (you know, I mean) (Kallen & Kirk 2012), may be useful when trying to understand how proficiency levels determine which forms appear at different stages of interlanguage development. While phonological DMs tend to be used more frequently at lower levels, the others appear later, and are highly language specific when it comes to their form. In this study, data are drawn from a corpus of Italian as a L2 in the Swedish context, the Interita corpus, which contains recordings at different levels, from beginners to advanced learners. A number of forms produced by the learners will be discussed in relation to the above mentioned classification.

• Kallen. J.L. & Kirk, J.M. 2012. SPICE-Ireland: A user’s guide. Queen’s University Belfast, Trinity College Dublin, and Cló Ollscoil na Banríona. http://www.johnmkirk.co.uk/johnmkirk/documents/003648.pdf
• Magliacane, Annarita. 2017. Sociopragmatic development in study abroad contexts: The role of learner status in the use of second language pragmatic markers. PhD thesis. National University of Ireland, Cork.
• Pauletto, F. & Bardel, C. 2016. Pointing backward and forward: be’-prefaced responsive turns in Italian L1 and L2. Language, Interaction and Acquisition 7 (1), 89-16.