JLLT Volume 17 (2026) Issue 1 (in progress)

edited by Thomas Tinnefeld

Pre-Publication Notice

This forthcoming issue of the Journal of Linguistics and Language Teaching (JLLT) is currently in preparation. Once published, the complete issue and all individual articles will be available as open-access PDF downloads on the journal’s website. Each article will be assigned a Digital Object Identifier (DOI) to ensure accurate citation and long-term digital preservation.

Please note that the articles are not yet citable and should not be referenced until a DOI has been assigned and the complete issue has been formally published.

0.5281/zenodo.16746138

Articles

Exploring Interlanguage Pragmatics: An Analysis of Italian Pragmatic Markers in Learner Corpora

Katerina Florou (National and Kapodistrian University of Athens) & Dimitris Bilianos (National and Kapodistrian University of Athens)

Abstract

This study examines the use of the Italian pragmatic markers quindi, allora, and dunque in learner and native speaker corpora. While pragmatic markers in English have been extensively studied, Italian remains relatively underexplored, particularly in learner corpora research. To address this gap, we compare the frequency and functions of these markers in the UniC learner corpus, containing essays by Greek learners of Italian (B2-C1 level), and the native speakers’ Coris Corpus. Using a form-to-function methodology, we categorise their usage as semantic markers or as pragmatic devices facilitating cohesion and discourse structuring. The results indicate notable discrepancies between learners and native speakers. Greek learners predominantly use quindi in its semantic function, aligning with grammatical conventions, whereas native speakers employ it more flexibly in pragmatic contexts. Allora appears frequently as a discourse-sustaining marker in native speech but is underused by learners, who associate it more with its temporal meaning. Dunque is rarely utilised by learners, while native speakers use it across various pragmatic functions. Statistical analyses reveal significant differences in distribution, suggesting L1 influence and restricted exposure to natural discourse. This research enhances our understanding of interlanguage pragmatics in Italian, demonstrating how L1 transfer and instructional focus shape learners' pragmatic competence. The findings inform language teaching by highlighting the need for greater emphasis on pragmatic markers in Italian instruction. Enhanced exposure to authentic usage patterns can facilitate learners' development of discourse competence, improving their ability to engage in fluid and natural interactions.