Eh Across Englishes: A Corpus-Pragmatic Analysis of the Corpus of Global Web-Based English
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This paper presents an analysis of the pragmatic marker eh , which is typical of spoken discourse, in written online discourse from nine varieties of English using the Corpus of Global Web-based English. The analysis focuses on sentence-final eh and considers variation in terms of variety, punctuation, text type, and function. This paper also includes a variationist analysis of eh in contrast to huh . Although there are cross-variety differences, eh is used across all nine varieties in similar ways. Eh is mostly combined with a question mark, it is more frequent in blogs than in general websites, and emphatic functions dominate over narrative and interrogative uses. A qualitative analysis of the indexicalities demonstrates that eh mainly signals orality and informality in online writing but also has specific local meanings. The variationist analysis shows that eh is preferred over huh in the Canadian and New Zealand components. This preference is even more pronounced for the British and Philippine components. In contrast, huh dominates in the US component. These results show that eh is well integrated into online writing and can be characterized as a translocal pragmatic marker as it is used globally but has developed local characteristics.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it