COLLOCATIONS OF DISCOURSE MARKER I MEAN IN BRITISH NATIONAL CORPUS

The study aims at exploring functions, meaning, and pragmatic effects of co-occurrences of I mean and conjunctions in British National Corpus. The study applied some principles of a corpus study. The data were analysed using Relevance theory. I mean collocates with 5 conjunctions namely because, but, coz, when, and if. The collocations function to make the ideas clear in order to make the hearers understand them easily and avoid misunderstanding. They, moreover, are used when the speakers give corrections. They are uttered to emphasize arguments and give information as detailed as possible. These collocations in discourse make the hearers aware of information given and finally they pay special attention to the message.


INTRODUCTION
The study focuses on an analysis of the characteristics of spoken language to give contribution to English language learning especially as an insight to develop a course related to spoken English. It is necessary for the learners of English to be aware of this issue. To make them recognize it, characteristics of spoken language must be included as a part of English language learning (Mahlberg, 2009). Doing so will be useful to build communicative competencies (Bagarić & Djigunović, 2007). Communicative competencies consist of grammatical, strategic, sociolinguistic, and discourse competencies. Grammatical competency concerns on phonology, morphology, syntax, and semantics. Strategic competency focuses on language learners' strategies on achieving the goals of communication. Speakers use a language in a way that can be understood by the hearers. They consider to whom they speak.
Available online at http://journals.ums.ac.id/index.php/ KLS • 10.23917/kls.v5i2.12709 • Jurnal Kajian Linguistik dan Sastra, 5(2), Desember 2020 • 188 Sociolinguistics competency focuses on sociocultural aspects. Therefore, the language use is in line with social norms. Discourse competency gives emphasize on what language users do to understand and convey meanings to achieve the level of cohesive and coherence in communication.
Spoken language has its own characteristics that make it different from written language. Some features are distinguished ones. They are remarkable in spoken language. One of them is a discourse marker. The function of discourse markers is to connect one part with another one in a discourse. They play a role to monitor, organize, and manage discourse. All participants understand all utterances by doing so. Discourse markers help the speakers to deliver the message to the hearers. Therefore, the hearers can give appropriate responses. This action supports the continuity of communication. One of the discourse markers is I mean. Previous studies have been conducted to examine I mean. The speakers used I mean to reformulate their ideas by giving implicit comments when the speakers give their ideas (Carter & McCarthy, 2006). Due to the nature of spontaneity of spoken language, the hearers hear several times the speakers reformulate their ideas. This is a common phenomenon in spoken discourse. English language learning should accommodate such issues to give the learners the learning process that is closer to the language use. To achieve this goal, I mean should be analyzed first to get an understanding of its characteristics. A discourse study should be conducted by examining structural environment surrounding the discourse marker (Aijmer, 2015). The discourse marker might create a pragmatic effect. This pragmatic effect is necessary to be studied.
Discourse markers are common in colloquial language. In some English grammar book, I mean occurs in conversation. The conversation tends to be casual. When the speakers produce utterances with I mean, they focus on their own ideas. They do efforts to make their ideas clear. The speakers do not focus on understanding other participants. I mean becomes a sign of some transition such as wrong utterances, correction of the utterances, or explanation. The speakers give more illustration in their utterances to make their ideas understandable (Brinton, 2007).
The main functions of I mean are modification and adaptation done by the speakers towards their utterances (Tree & Schrock, 2002). The functions of I mean are divided into interpersonal, correction, observation, and management. The speakers make adaptation to their utterances to express their ideas more accurately. The speakers also monitor hearers' understanding after they give adaptation. The speakers organize their talk by giving comments, adaptation, modification, and topic changing.
I mean is also related to politeness theory. The theory discusses two ideas namely saving and threatening faces (Brown & Levinson, 1987). When the speakers' faces are threatened, they save their faces by adapting their utterances by saying I mean. I mean could occur in the initial, middle, or final parts of the utterances. Uttering I mean repeatedly indicates that they focus on themselves. This action will be considered as impoliteness. I mean functions to encourage the hearers to rethink whether their understanding towards the utterances are correct. By uttering I mean, the speakers direct the hearers to give attention to specific information without asking feedback explicitly (Schiffrin, 2012). I mean also can be used to indicate speakers' decisions to change their minds and the speakers are making their utterances clear through the utterances that they are going to produce (Altenberg, 2001). The speakers create borders. They emphasize which one that they mean. Furthermore, they mention what they feel. In addition, I mean is applied to attract hearers' attention.
Available online at http://journals.ums.ac.id/index.php/ KLS • 10.23917/kls.v5i2.12709 • Jurnal Kajian Linguistik dan Sastra, 5(2), Desember 2020 • 189 Studying structural environment of discourse markers can be done by applying phraseology principles. Interactive, interpersonal, and textual functions can be found in a frame. One of the frame markers in phraseology is I mean. I mean usually occurs in a fixed arrangement. The occurrences form phraseological units such as well I mean, I mean you know, because I mean, and but I mean.
Discourse is built by phraseological units. The relation between a unit to another unit is connected by phraseological unit. It creates pattern. The patterns have different frequencies.
The pattern shows what possible combinations of words. These patterns have their own characteristics that are realized in particular meaning and structure (Naciscione, 2010). These patterns are analyzed to identify the structural environment of I mean.
The present study is a discourse analysis that focuses on meaning and intention of the speakers in conversation. Hearers' responses in terms of meanings and functions are analyzed to achieve the purpose of communication. Analyzing language patterns in discourse gives understanding of the use of language. Based on initial observation of the data on British National Corpus (BNC), I mean tend to form collocation with the following conjunctions: if, but, coz, as, because, or, than, when, that and and.

Picture 1. Collocations of I mean and conjunctions in BNC
Conjunctions are used to connect phrases with another phrase and clause with another clause (Biber et al., 2007). There are two types of conjunctions namely coordinator and subcoordinator. Some examples of coordinators are and, but, and nevertheless. But is the most frequent conjunction in conversation. Subcoordinator conjunctions connect adverbial, comparative, and complement clauses. Adverbial clauses are marked with after, as, because, if, and since. Comparative clauses are signed with as and than. Complement clauses are connected with if, that, and whether.
Relevance theory is used to analyze how hearers interpret speakers' utterances. The speakers create utterances that are very relevant to make the hearers understand the meanings. The speakers give input from which the hearers make conclusions. The hearers connect some information to conclude what the speakers mean. The speakers support this process by attracting hearers' attention and give input that is easily understood. The speakers create meaningful utterances to be heard by the hearers. The purpose is to make the hearers identify all information Available online at http://journals.ums.ac.id/index.php/ KLS • 10.23917/kls.v5i2.12709 • Jurnal Kajian Linguistik dan Sastra, 5(2), Desember 2020 • 190 given. When the speakers give all information needed, the speakers and the hearers will stop giving any other information (Blackmore, 2003;Rühlemann, 2006;Wilson & Sperber, 2008). It makes the speakers achieve the optimal relevancy. To be able to be in this level, context, participants, and culture play important roles (Piskorska, 2017). It supports the continuity of communication. Another study used Relevance theory to analyze utterances produced by the teachers. It is found that the teachers expand students' cognitive environment to give communication benefits for the teachers and the students. The students can understand the teachers easier. The teachers do not spend more time to make the students understand. The teachers direct the students to use the context. By doing so, they can spend less time to process teachers' utterances (Xu, 2010). Using Relevance theory means we involve two parties namely the speakers and the hearers. This study discusses discourse marker I mean in British National Corpus. This corpus represent how I mean is used by the English speakers in the United Kingdom. The present study focuses on structural environment of I mean particularly the patterns of conjunctions that occur near to I mean. It can be said that the present study analyzes collocates of I mean in the form of conjunctions. Pragmatic effect is studied by analyzing the responses of the hearers when they hear utterances I mean. Based on the discussion above, the study sought to answer the following questions: 1) What are the functions of collocations of I mean and the conjunctions? 2) What are the nuances of meanings given by the collocations of I mean and the conjunctions? 3) What pragmatic effects do occur because of the occurrence of I mean in utterances?

RESEARCH METHOD
The present study is a linguistic descriptive research that used statistical information available in the corpus. The data were taken from British National Corpus (BNC) provided by Lancaster University at http://bncweb.lancs.ac.uk/. The data were gathered by searching collocations of I mean and conjunctions. The span of the collocations is four words to the left and right. The collocations are limited only those appear in spoken texts. When the list of the conjunctions obtained, each concordance line was examined to make sure that the occurrence of I mean is as a discourse marker. I mean as a non-discourse marker will not be counted. To identify the pragmatic effect, hearers' responses were analyzed. The data were examined by using Relevance theory. Utterances in which the discourse markers and the conjunctions occur were analyzed to answer the research questions.

FINDINGS AND DISCUSSION
This section discusses some conjunctions that collocate with I mean and their functions in discourse. Then, it is followed by a discussion of the meanings of the collocation. The last part of this section is about the pragmatic effect.

Conjunctions that collocate with I mean and their functions
There are five most frequent conjunctions that occur with I mean namely because, but, coz, if, and when.

Because
Available online at http://journals.ums.ac.id/index.php/ KLS • 10.23917/kls.v5i2.12709 • Jurnal Kajian Linguistik dan Sastra, 5(2), Desember 2020 • 191 Because is the most frequent conjunction that collocate with I mean. Because can occur in declarative and the positions can be in the left and right sides of I mean. Speaker B makes the utterance by giving a reason (I think tonight will be slower, because I mean, it's this Bird's Eye thing, and we all start). The function of I mean here is to manage the discourse (Tree & Schrock, 2002). The speakers manage the discourse in such as way in order to give relevant information to the hearers.
A: A pleasant evening in the hotel if there is a problem tonight with er. B: The food. A: The food taking too long, we'll ring them up tomorrow, but historically, we've found that by tonight, they've usually sorted the problem out. B: I think tonight will be slower, because I mean, it's the Bird's eye thing, and we all start. A: Oh, it's the Bird's Eye thing as well.
In the next extract, I mean occurs when speaker D gave a response to the question. The speaker gave answer by giving a reason. In this reason, the speaker made his idea clear (I mean you don't stay young forever). I mean was used to make the hearers give attention to his information by giving implicit comments (Altenberg, 2001 In the extract below, speaker F gave a long explanation. The hearer uttered hmm indicated she was listening to. Next, speaker F continued to give his opinion. In this utterance, the speaker said I mean and then it is followed by because (…because I mean you still the situation …). It is done to make the hearers get better understanding to his long explanation. Speaker F made sure that his detailed explanation is clear for the hearers. A lot of information given makes it possible for the hearer to misunderstand. Thus, the speaker clarified by saying I mean. The function of I mean is to give clarity to speaker's intention (Altenberg, 2001 I mean can be applied when the speaker made clarification. In the extract bellow, the speaker said I mean I payed it obviously and then he gave a reason about the thing that he clarified (because if you live you live in er you live in the land you've got to pl-go by the law). I mean is used to make a correction Brinton (Tree & Schrock, 2002)

I: But surely if if every pensioner said that it's we can't afford to pay this and didn't pay. I wonder what would happen, they couldn't put everybody it prison for non payment could they? J: I don't know, they couldn't. I thought that about the pool tax anyhow. I mean I payed it obviously because if you live you live in er you live in the land you've got to pl-go by the law.
Speaker K elaborated her ideas by giving an example. She clarified her explanation by saying I mean like this last week because of playing golf mainly, and putting weedkiller down, the grass is this high ... . To make her explanation easier to be understood, she gave an example. The example begins with I mean like this … . In that example, the speaker gave a reason begins with because. When the hearer gave a response mm, she modified the ideas that she was delivering Carter & McCarthy (Tree & Schrock, 2002

But
But might occur on the left side of I mean. In the following extract, it occurs because speaker N gave detailed information. He gave his opinion. The hearer gave a response by asking a question. Speaker N gave response yeah. It indicates that he understands the importance of the question. Then, he continued by saying but I mean we also, we, I mean we're providing a Speaker O explained in detail. She said but I mean I'm just speculating … . This utterance is spoken at the end of his detailed explanation. It indicated that what she explained is not a real condition. His explanation is a speculation. He contrasted facts and speculation. The purpose is to avoid misunderstanding (Altenberg, 2001 In the extract below, speaker Q used I mean to contrast what becomes his message. He said but I mean it was things … . He gave detailed elaboration. The function of I mean is as a mean to do correction Brinton (Tree & Schrock, 2002). One of the speakers dominated the talk and the other one only gave a short response.

Coz
The positions of coz in an utterance is similar to because. Coz might occur on the right and left sides. In the following extract, coz is followed by I mean. Speaker W asked a question and then she clarified what she meant. She corrected her utterances and made her utterance easier to understand (Altenberg, 2001;Tree & Schrock, 2002). Speaker V uttered mm that indicates she gave attention. Speaker W continued to give additional information. The extract below shows how the speaker revised her idea. Speaker X said he's always happy. She continued by giving more information. Speaker Y responded by giving his opinion he is a nice man. Speaker Y changed the idea that she mentioned by giving information of cause and effect (Cos he's so happy I mean. He greets you.). By uttering I mean, speaker X revised her idea. She created a new idea of cause and effect relationship (Altenberg, 2001). X: He's always happy. He's the best one they've got. Y: He is a nice man. X: Cos he's so happy I mean. He greets you.
The following extract shows that speaker A used I mean to clarify suggestion that he gave before (Altenberg, 2001 A: Not more than two minutes. John will verify this.

If
In the next extract, we can see that C and D agree that it is not a maths question. C emphasized that it is an English question. D responded by saying yeah. C continued by clarifying his previous utterance. To give more detailed information, C said I mean if you I don't know … . C added more information by saying I mean after hearing D's response.

When
The extract below shows how a speaker gave another example to make her idea clear. Speaker H asked a question so do you budget quite tightly then? Speaker G answered mhm and then she gave an example in the case of smoking. By giving information of when you were younger too …, speaker I gave a specific illustration. G made a correction towards the idea that she gave before. The following extract shows collocation of I mean and when that indicates adverb of place mentioned by the speaker. When is used to deliver a specific information (I mean nan put that in when you were younger too). Speaker I gave a detailed information which one belongs to his idea (Altenberg, 2001 The extract below shows when is used to clarify a particular time. L mentioned a part of a movie that seems nonsense for him. Then, M responded by saying mm. L clarified his idea by telling I mean er when they told …. L made it clear what he meant in the previous utterance (Altenberg, 2001). L: I've never seen the film. M: It's very good, the film is. L: But I mean round there it's absolutely steeped in history. I couldn't believe it. M: Mm. L: I mean (pause) er when they told (pause) the tales of the (pause) of the seven winds and the (pause) was it seven winds? N: Yeah.

The meanings of the collocations
Based on the data on BNC, four conjunctions that tend to occur with I mean are because, but, coz, if, and when. They are used to create clauses. Because and coz are parts of clauses that show reasons. But is a conjunction to show contrast. If is a conjunction that work to support the hearers to imagine something and when functions to show information of time.
In all clauses, the speakers try to give more information when they make clarification towards an issue. Giving reasons make the clarification sounds stronger. The reasons strengthen the arguments. Clarification accompanied by if clause functions to make the topic more detailed by giving particular case. The speakers do these strategies to make the hearers give more attention to the topics. Uttering when makes the speakers told specific examples based on information of time of the particular event. All strategies are done to give clear information in Available online at http://journals.ums.ac.id/index.php/ KLS • 10.23917/kls.v5i2.12709 • Jurnal Kajian Linguistik dan Sastra, 5(2), Desember 2020 • 197 order to make the hearers understand fully what they said. It supports the principles of relevance theory.

Pragmatic effect of collocations
When the speakers uttered I mean, they make the hearers aware that there are some parts that need clarification or revision. It makes the hearers give more attention. The hearers can give agreement by saying exactly, I agree, yes, and yeah. The hearers are in line with the speakers. They also might disagree by saying no. Other responses are hm and mm. The responses indicate that the hearers are thinking what the speakers said. They have not decided whether they agree or disagree. Furthermore, in the collocations of I mean and conjunctions in the questions, the hearers gave responses by answering the questions.

CONCLUSION
The most frequent conjunctions that collocate with I mean are because, but, coz, and when. Conjunctions are produced to give more information when the speakers clarify their ideas. The speakers make the information as detailed as possible to help the hearers catch their ideas and avoid misunderstanding. Based on the Relevance theory, the speakers try to provide relevant information as much as possible to achieve the purpose of communication. The hearers give various responses. Responses mm and hm are commonly found. It indicates the hearers pay attention to what the speaker said. Those responses are salient features in spoken discourse. The findings of this research can be applied for the syllabus development in the topic of grammar in spoken discourse. The findings give ideas what responses given to utterances with I mean and how the patterns of interaction are conducted. Such findings will make the language learned represent the characteristics of spoken language in communication.