Karin Aijmer is Professor Emeritus at the University of Gothenburg, Sweden

• Chapter 1 Introduction; 1.1 Introduction, 1.2The definition of pragmatic markers in this work, 1.2.1 Pragmatic markers and reflexivity, 1.2.2 Pragmatic markers as contextualization cues; 1.3 Methodology; 1.4 Linguistic theories accounting for the relationship between pragmatic markers and context, 1.4.1 Integrative theories, 1.4.2 Relevance theory, 1.4.3 Pragmatic markers and meaning potentials; 1.5Pragmatic markers and the context; 1.6 The formal features of pragmatic markers; 1.7The functional features of pragmatic markers; 1.8 Summing up and conclusion; Chapter 2 The pragmatic marker well; 2.1 Introduction; 2.2 Previous studies of well ; 2.3Distribution of well in the corpus; 2.4Formal properties of well; 2.5 Well and collocation; 2.6 Well and meaning potentials; 2.7The classification of well in this work; 2.8Well and coherence, 2.8.1 Word search and self-repair, 2.8.2 Well as a turn-taking device, 2.8.3 Transition according to an agenda, 2.8.4 Transition to a quotation; 2.9 Well and involvement, 2.9.1 Well and agreement, 2.9.2 Well and disagreement, 2.9.3 Well as a feedback to questions; 2.10 Well and politeness; 2.11 Well in private dialogue, 2.11.1 Well in face-to-face conversation, 2.11.2 Well in telephone conversation; 2.12Well in public dialogue, 2.12.1 Well in broadcast discussion, 2.12.2 Well in cross-examination; 2.13 Well in spontaneous commentaries; 2.14 Conclusion; Chapter 3 In fact and actually – a class of factuality markers; 3.1 Introduction; 3.2 Previous work ; 3.3The distribution of in fact and actually over text types; 3.4 In fact, 3.4.1 Introduction, 3.4.2 Formal factors, 3.4.2.1 Position, 3.4.2.2 Prosodic factors, 3.4.2.3 In fact and collocation; 3.5 In fact and function, 3.5.1 The adversative in fact , 3.5.1.1 Emphasising reality, 3.5.1.2 Strong and weak opposition, 3.5.2 The elaborative in fact, 3.5.3 In fact as a hedging device, 3.5.3 In fact as a softener in end position, 3.5.4 Summarising in fact in conversation; 3.6In fact in public dialogue, 3.6.1 In fact in legal cross-examinations, 3.6.2 In fact in broadcast discussion, 3.6.3 In fact in demonstrations; 3.7 In fact in monologues, 3.7.1 In fact in demonstrations, 3.7.2 In fact in unscripted speeches; 3.8 In fact in writing; 3.9 Summarising in fact; 3.10 Actually , 3.10.1 Introduction , 3.10.2 Formal factors, 3.10.2.1 Position, 3.10.2.2 Prosodic factors, 3.10.2.3 Actually and collocation; 3.11 Actually and function , 3.11.1 Emphasising reality, 3.11.2 Explicit and implicit opposition, 3.11. 3 Hedging and politeness, 3.11. 4 Novelty and surprise, 3.11. 5 Emphasising the speaker’s position, 3.11.6 Elaboration, 3.11.6.1 Topic shift, 3.11.6.2 A ‘change of mind’, 3.11.6.3 Self-interruption and restart3.11.6.4 Actually as a softener in end position; 3.12 Summarising actually in conversation; 3.13Actually in public dialogue; 3.13.1 Actually in classroom lessons, 3.13.2 Actually in business transactions; 3.14 Actually in monologues, 3.14.1 Actually in demonstrations; 3.15Actually in writing ; 3.16 Summarising actually; 3.17Comparison of in fact and actually; Chapter 4 General extenders; 4.1 Introduction; 4.2 Previous work;4.3 The formal structure of general extenders; 4.4 The data; 4.5 Distribution of the general extenders across varieties; 4.6 Factors accounting for the variability of general extenders, 4.6.1 Grammaticalization, 4.6.2 The function of and – and or-extenders, 4.6.3 Shared knowledge and positive politeness, 4.6.4 Intensification, 4.6.5 Hedging and negative politeness, 4.6.6 General extenders and fluency; 4.7Conclusion; Chapter 5 Conclusion; References; Index

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Karin Aijmer is Professor Emeritus at the University of Gothenburg, Sweden

• Chapter 1 Introduction; 1.1 Introduction, 1.2The definition of pragmatic markers in this work, 1.2.1 Pragmatic markers and reflexivity, 1.2.2 Pragmatic markers as contextualization cues; 1.3 Methodology; 1.4 Linguistic theories accounting for the relationship between pragmatic markers and context, 1.4.1 Integrative theories, 1.4.2 Relevance theory, 1.4.3 Pragmatic markers and meaning potentials; 1.5Pragmatic markers and the context; 1.6 The formal features of pragmatic markers; 1.7The functional features of pragmatic markers; 1.8 Summing up and conclusion; Chapter 2 The pragmatic marker well; 2.1 Introduction; 2.2 Previous studies of well ; 2.3Distribution of well in the corpus; 2.4Formal properties of well; 2.5 Well and collocation; 2.6 Well and meaning potentials; 2.7The classification of well in this work; 2.8Well and coherence, 2.8.1 Word search and self-repair, 2.8.2 Well as a turn-taking device, 2.8.3 Transition according to an agenda, 2.8.4 Transition to a quotation; 2.9 Well and involvement, 2.9.1 Well and agreement, 2.9.2 Well and disagreement, 2.9.3 Well as a feedback to questions; 2.10 Well and politeness; 2.11 Well in private dialogue, 2.11.1 Well in face-to-face conversation, 2.11.2 Well in telephone conversation; 2.12Well in public dialogue, 2.12.1 Well in broadcast discussion, 2.12.2 Well in cross-examination; 2.13 Well in spontaneous commentaries; 2.14 Conclusion; Chapter 3 In fact and actually – a class of factuality markers; 3.1 Introduction; 3.2 Previous work ; 3.3The distribution of in fact and actually over text types; 3.4 In fact, 3.4.1 Introduction, 3.4.2 Formal factors, 3.4.2.1 Position, 3.4.2.2 Prosodic factors, 3.4.2.3 In fact and collocation; 3.5 In fact and function, 3.5.1 The adversative in fact , 3.5.1.1 Emphasising reality, 3.5.1.2 Strong and weak opposition, 3.5.2 The elaborative in fact, 3.5.3 In fact as a hedging device, 3.5.3 In fact as a softener in end position, 3.5.4 Summarising in fact in conversation; 3.6In fact in public dialogue, 3.6.1 In fact in legal cross-examinations, 3.6.2 In fact in broadcast discussion, 3.6.3 In fact in demonstrations; 3.7 In fact in monologues, 3.7.1 In fact in demonstrations, 3.7.2 In fact in unscripted speeches; 3.8 In fact in writing; 3.9 Summarising in fact; 3.10 Actually , 3.10.1 Introduction , 3.10.2 Formal factors, 3.10.2.1 Position, 3.10.2.2 Prosodic factors, 3.10.2.3 Actually and collocation; 3.11 Actually and function , 3.11.1 Emphasising reality, 3.11.2 Explicit and implicit opposition, 3.11. 3 Hedging and politeness, 3.11. 4 Novelty and surprise, 3.11. 5 Emphasising the speaker’s position, 3.11.6 Elaboration, 3.11.6.1 Topic shift, 3.11.6.2 A ‘change of mind’, 3.11.6.3 Self-interruption and restart3.11.6.4 Actually as a softener in end position; 3.12 Summarising actually in conversation; 3.13Actually in public dialogue; 3.13.1 Actually in classroom lessons, 3.13.2 Actually in business transactions; 3.14 Actually in monologues, 3.14.1 Actually in demonstrations; 3.15Actually in writing ; 3.16 Summarising actually; 3.17Comparison of in fact and actually; Chapter 4 General extenders; 4.1 Introduction; 4.2 Previous work;4.3 The formal structure of general extenders; 4.4 The data; 4.5 Distribution of the general extenders across varieties; 4.6 Factors accounting for the variability of general extenders, 4.6.1 Grammaticalization, 4.6.2 The function of and – and or-extenders, 4.6.3 Shared knowledge and positive politeness, 4.6.4 Intensification, 4.6.5 Hedging and negative politeness, 4.6.6 General extenders and fluency; 4.7Conclusion; Chapter 5 Conclusion; References; Index

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Karin Aijmer is Professor Emeritus at the University of Gothenburg, Sweden

• Chapter 1 Introduction; 1.1 Introduction, 1.2The definition of pragmatic markers in this work, 1.2.1 Pragmatic markers and reflexivity, 1.2.2 Pragmatic markers as contextualization cues; 1.3 Methodology; 1.4 Linguistic theories accounting for the relationship between pragmatic markers and context, 1.4.1 Integrative theories, 1.4.2 Relevance theory, 1.4.3 Pragmatic markers and meaning potentials; 1.5Pragmatic markers and the context; 1.6 The formal features of pragmatic markers; 1.7The functional features of pragmatic markers; 1.8 Summing up and conclusion; Chapter 2 The pragmatic marker well; 2.1 Introduction; 2.2 Previous studies of well ; 2.3Distribution of well in the corpus; 2.4Formal properties of well; 2.5 Well and collocation; 2.6 Well and meaning potentials; 2.7The classification of well in this work; 2.8Well and coherence, 2.8.1 Word search and self-repair, 2.8.2 Well as a turn-taking device, 2.8.3 Transition according to an agenda, 2.8.4 Transition to a quotation; 2.9 Well and involvement, 2.9.1 Well and agreement, 2.9.2 Well and disagreement, 2.9.3 Well as a feedback to questions; 2.10 Well and politeness; 2.11 Well in private dialogue, 2.11.1 Well in face-to-face conversation, 2.11.2 Well in telephone conversation; 2.12Well in public dialogue, 2.12.1 Well in broadcast discussion, 2.12.2 Well in cross-examination; 2.13 Well in spontaneous commentaries; 2.14 Conclusion; Chapter 3 In fact and actually – a class of factuality markers; 3.1 Introduction; 3.2 Previous work ; 3.3The distribution of in fact and actually over text types; 3.4 In fact, 3.4.1 Introduction, 3.4.2 Formal factors, 3.4.2.1 Position, 3.4.2.2 Prosodic factors, 3.4.2.3 In fact and collocation; 3.5 In fact and function, 3.5.1 The adversative in fact , 3.5.1.1 Emphasising reality, 3.5.1.2 Strong and weak opposition, 3.5.2 The elaborative in fact, 3.5.3 In fact as a hedging device, 3.5.3 In fact as a softener in end position, 3.5.4 Summarising in fact in conversation; 3.6In fact in public dialogue, 3.6.1 In fact in legal cross-examinations, 3.6.2 In fact in broadcast discussion, 3.6.3 In fact in demonstrations; 3.7 In fact in monologues, 3.7.1 In fact in demonstrations, 3.7.2 In fact in unscripted speeches; 3.8 In fact in writing; 3.9 Summarising in fact; 3.10 Actually , 3.10.1 Introduction , 3.10.2 Formal factors, 3.10.2.1 Position, 3.10.2.2 Prosodic factors, 3.10.2.3 Actually and collocation; 3.11 Actually and function , 3.11.1 Emphasising reality, 3.11.2 Explicit and implicit opposition, 3.11. 3 Hedging and politeness, 3.11. 4 Novelty and surprise, 3.11. 5 Emphasising the speaker’s position, 3.11.6 Elaboration, 3.11.6.1 Topic shift, 3.11.6.2 A ‘change of mind’, 3.11.6.3 Self-interruption and restart3.11.6.4 Actually as a softener in end position; 3.12 Summarising actually in conversation; 3.13Actually in public dialogue; 3.13.1 Actually in classroom lessons, 3.13.2 Actually in business transactions; 3.14 Actually in monologues, 3.14.1 Actually in demonstrations; 3.15Actually in writing ; 3.16 Summarising actually; 3.17Comparison of in fact and actually; Chapter 4 General extenders; 4.1 Introduction; 4.2 Previous work;4.3 The formal structure of general extenders; 4.4 The data; 4.5 Distribution of the general extenders across varieties; 4.6 Factors accounting for the variability of general extenders, 4.6.1 Grammaticalization, 4.6.2 The function of and – and or-extenders, 4.6.3 Shared knowledge and positive politeness, 4.6.4 Intensification, 4.6.5 Hedging and negative politeness, 4.6.6 General extenders and fluency; 4.7Conclusion; Chapter 5 Conclusion; References; Index

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