A corpus-based study of examples and example markers in the speech and writing of Spanish EFL students

Abstract

The use of examples is a crucial aspect of human communication. However, they have attracted relatively little attention in the literature. With the aim of filling this gap, the current paper explores the use of examples and example markers (EMs) by Spanish EFL students, drawing on data from the Santiago University Learner of English Corpus (SULEC). The analysis considers both semi-fixed formulas and fully grammaticalized EMs. Results indicate a limited use of these expressions, with learners predominantly relying on fully grammaticalized EMs. The use of grammaticalized EMs reveals notable patterns, with the most common forms found in the corpus – for example and like – being prevalent across proficiency levels, although advanced learners exhibit a wider set of such markers. Moreover, women EFL learners seem to use EMs more frequently than men. The analysis also uncovers disparities between written and spoken language, with a greater presence of EMs in the written medium. Further investigation into the types of sequences in which the EMs for example and for instance appear reveals distinct patterns: argumentation predominates in written texts, while selection is more common in spoken discourse