Abstract:This study investigated the communicative functions of ‘I think’ and ‘I guess’ in classroom discourse and intra-register variation in their use. Building on research into the multifunctionality of epistemic stance markers, a coding scheme was developed and iteratively applied to a corpus, revealing five macro functions: epistemic stance, softening, personal perspective, discourse organizing, and deciding in real time. The frequency of each macro function differed between the two markers, as did the observed su… Show more
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