The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequ...

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Detalles Bibliográficos
Autores: Ament, Jennifer, Pérez Vidal, Carmen, Barón Parés, Júlia
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2018
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/47918
Acceso en línea:http://hdl.handle.net/10230/47918
http://dx.doi.org/10.1075/prag.17042.ame
Access Level:acceso abierto
Palabra clave:Communicative competence
English-medium instruction
Immersion
Pragmatic markers
Second language acquisition
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spelling The effects of English-medium instruction on the use of textual and interpersonal pragmatic markersAment, JenniferPérez Vidal, CarmenBarón Parés, JúliaCommunicative competenceEnglish-medium instructionImmersionPragmatic markersSecond language acquisitionThis study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33 semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of textual PMs compared to the NSs.This work was supported by the AGENCIA UNIVERSITARIA DE RECERCA (AGAUR), in Catalonia, [2014 SGR and current 2017] and by the Ministry of Economy and Competitiveness [FFI2013-48640-C2-1-P]. Additionally the authors would like to thank colleagues and friends who helped contribute to this publication.John Benjamins Publishing202120212018info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/47918http://dx.doi.org/10.1075/prag.17042.amereponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésJounal of Pragmatics. 2018;28(4):517-46info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P© 2018. John Benjamins Publishing Companyinfo:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/479182026-06-12T07:21:37Z
dc.title.none.fl_str_mv The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
title The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
spellingShingle The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
Ament, Jennifer
Communicative competence
English-medium instruction
Immersion
Pragmatic markers
Second language acquisition
title_short The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
title_full The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
title_fullStr The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
title_full_unstemmed The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
title_sort The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
dc.creator.none.fl_str_mv Ament, Jennifer
Pérez Vidal, Carmen
Barón Parés, Júlia
author Ament, Jennifer
author_facet Ament, Jennifer
Pérez Vidal, Carmen
Barón Parés, Júlia
author_role author
author2 Pérez Vidal, Carmen
Barón Parés, Júlia
author2_role author
author
dc.subject.none.fl_str_mv Communicative competence
English-medium instruction
Immersion
Pragmatic markers
Second language acquisition
topic Communicative competence
English-medium instruction
Immersion
Pragmatic markers
Second language acquisition
description This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33 semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of textual PMs compared to the NSs.
publishDate 2018
dc.date.none.fl_str_mv 2018
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/47918
http://dx.doi.org/10.1075/prag.17042.ame
url http://hdl.handle.net/10230/47918
http://dx.doi.org/10.1075/prag.17042.ame
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Jounal of Pragmatics. 2018;28(4):517-46
info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P
dc.rights.none.fl_str_mv © 2018. John Benjamins Publishing Company
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © 2018. John Benjamins Publishing Company
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv John Benjamins Publishing
publisher.none.fl_str_mv John Benjamins Publishing
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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