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Pragmatic markers, such as "well," "you know," and "I mean," serve as discourse-pragmatic elements in spoken language, facilitating discourse management, stance marking, and interpersonal communication. This study examines the acquisition of pragmatic markers by second language (L2) learners through a corpus-based qualitative analysis. Using a spoken English learner corpus, the research explores the frequency, variety, and contextual usage of pragmatic markers across different proficiency levels. The methodology involves identifying and categorising pragmatic markers, analysing their frequency, and investigating their contextual application within the corpus. The findings indicate that advanced learners employ a greater frequency and broader range of pragmatic markers than beginners and intermediate learners, demonstrating a heightened awareness of contextual appropriateness. However, learners at all levels face challenges, including the overuse and misapplication of markers, which can be attributed to the absence of direct equivalents in their first languages. These results underscore the significance of explicit instruction and exposure to authentic language in the teaching of pragmatic markers. Integrating interactive practice and awareness-raising activities can substantially improve learners' pragmatic competence, thereby enhancing their communicative effectiveness in the target language and contributing to their overall linguistic proficiency.