Welcome to the UPF Digital Repository

A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners

Show simple item record

dc.contributor.author Ament, Jennifer
dc.contributor.author Barón Parés, Júlia
dc.contributor.author Pérez Vidal, Carmen
dc.date.accessioned 2021-06-16T08:24:26Z
dc.date.available 2021-06-16T08:24:26Z
dc.date.issued 2020
dc.identifier.citation Ament J, Barón Parés J, Pérez-Vidal C. A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics. 2020;156:41-53. DOI: 10.1016/j.pragma.2019.09.009
dc.identifier.issn 0378-2166
dc.identifier.uri http://hdl.handle.net/10230/47904
dc.description.abstract This study aims at describing and comparing the distribution of pragmatic marker (PM) use by English as a Foreign Language (EFL) speakers and English native speakers (NSs). To do this, the effect of increased contact with English, via English-medium instruction (EMI), on the use of textual PMs in learner's oral communication was explored. A functional-pragmatic approach was taken to the analysis of PMs. Textual PMs were examined due to the high frequency of these markers in the EMI setting. Participants were second-year (N=23), and third-year (N=18) business undergraduates, and a NS control group (N=10). Data were collected through two oral tasks. Results indicate that the groups used PMs for causal, contrast and sequential functions at similar frequencies, and that the NSs used PMs significantly more often for continuation and elaboration functions and significantly less opening and closing functions compared to the EMI groups. The results suggest that EMI might facilitate the acquisition of some functions of PMs such as the use of causal, contrast, sequential and topic shift/digression markers whereas other PMs, such as elaboration markers, may take longer to acquire. Participation in a variety of contexts and explicit instruction might aid a more balanced use of textual PMs.
dc.description.sponsorship This study was supported by the Spanish Ministry of Science and Innovation (Grant FFI2013-48640-C2-1-P).
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Elsevier
dc.relation.ispartof Journal of Pragmatics. 2020;156:41-53
dc.rights © Elsevier http://dx.doi.org/10.1016/j.pragma.2019.09.009
dc.title A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1016/j.pragma.2019.09.009
dc.subject.keyword Pragmatic markers
dc.subject.keyword Textual markers
dc.subject.keyword English-medium instruction
dc.subject.keyword Second language acquisition
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Advanced Search

Browse

My Account

Statistics

In collaboration with Compliant to Partaking