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 subfunctions. Statistical analyses comparing instructors and students in three disciplines indicated intra-register variation, linked to situational differences. ‘I guess’ was most frequent in student language, and ‘I think’ was most frequent in the humanities. Different patterns were also noted in the use of certain communicative functions. The results suggest the importance of accounting for register variation when describing epistemic stance markers.