The use of discourse markers across pragmatic performance levels and task types

Abstract

Discourse markers establish relationships between topics in discourse and serve a range of pragmatic functions, such as mitigating dispreferred actions and maintaining the continuity of spoken interaction. This study examines the use of diverse discourse markers (e.g. but, and, actually, you know, well, yeah, okay) in second language (L2) task-based pragmatic performance with the following research questions: What are distinct pragmatic functions of discourse markers in task-based pragmatic performance? How does the use of discourse markers differ at pragmatic performance levels and task types? The data came from 102 L2 English test-takers’ pragmatic performances on monologic and interactive role-play pragmatic assessment tasks, scored by trained raters using analytical rating criteria. Sequential mixed methods were employed to answer the research questions. First, the sequential positions and pragmatic functions of discourse markers in task-based performances were analysed using conversation analysis, which formed the basis of a coding scheme and coder training. Second, the coded data were analysed using the CLAN program for quantitative analyses to answer the second research question. The findings revealed that the frequencies and quantitative power of the discourse markers in predicting the pragmatic performance levels were distinct across the task types that differed in terms of pragmatic demands and interactivity. For example, the use of discourse markers which function as transitioners of actions and acknowledgement tokens was more distinguishable for more interactive tasks with less formal pragmatic functions. The findings confirm that the pattern of discourse markers was associated with the pragmatic functions and interactional demands required in the tasks. Implications of the findings in understanding the role of discourse markers in task-based pragmatic teaching and assessment are discussed.