By Annelie Ädel (Editor), Randi Reppen (Editor)
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Extra info for Corpora and Discourse: The Challenges of Different Settings (Studies in Corpus Linguistics, Volume 31)
He gets there and then before you know he’s like standing up all the kids at night time going we’ll die for Ireland. And you know there’s was all of these like poems and and stuff like that and it was all about like will you die for Ireland? e. agreement. As was the case in Extract 9, we see the use of you know (like) as an additional involvement device. Through the combined use of these markers then, the teacher is able to progress the discourse, bringing everyone along together and making sure that there is a sense of purpose and direction to the dialogue.
O’Keeffe, A. 2003. ‘Like the wise virgins and all that jazz’ – Using a corpus to examine vague language and shared knowledge. In Applied Corpus Linguistics: A multidimensional perspective, U. Connor & T. A. Upton (eds), 1–20. Amsterdam: Rodopi. , McCarthy, M. J. & Carter, R. A. 2007. From Corpus to Classroom: Language use and language teaching. Cambridge: CUP. Overstreet, M. & Yule, G. 1997a. On being explicit and stuff in contemporary American English. Journal of English Linguistics 25(3): 250–58.
Walsh, S. & O’Keeffe, 2007. Applying CA to a modes analysis of third-level spoken academic discourse. In Conversation Analysis and Languages for Specific Purposes, P. Bowles & P. Seedhouse (eds), 101–139. Frankfurt: Peter Lang. Ward, G. & Birner, B. 1992. The semantics and pragmatics of “and everything”. Journal of Pragmatics 19: 205–214. Wenger, E. 1998. Communities of Practice: Learning, meaning and identity. Cambridge: CUP. Zhang, Q. 1998. Fuzziness – vagueness – generality – ambiguity. Journal of Pragmatics 29: 13–31.
Corpora and Discourse: The Challenges of Different Settings (Studies in Corpus Linguistics, Volume 31) by Annelie Ädel (Editor), Randi Reppen (Editor)