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

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dc.contributor.author Ament, Jennifer
dc.contributor.author Pérez Vidal, Carmen
dc.contributor.author Barón Parés, Júlia
dc.date.accessioned 2021-06-17T07:10:54Z
dc.date.available 2021-06-17T07:10:54Z
dc.date.issued 2018
dc.identifier.citation Ament J, Pérez-Vidal C, Barón Parés J. The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Jounal of Pragmatics. 2018;28(4):517-46. DOI: 10.1075/prag.17042.ame
dc.identifier.issn 1018-2101
dc.identifier.uri http://hdl.handle.net/10230/47918
dc.description.abstract 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.
dc.description.sponsorship 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.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher John Benjamins Publishing
dc.relation.ispartof Jounal of Pragmatics. 2018;28(4):517-46
dc.rights © 2018. John Benjamins Publishing Company
dc.title The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1075/prag.17042.ame
dc.subject.keyword Communicative competence
dc.subject.keyword English-medium instruction
dc.subject.keyword Immersion
dc.subject.keyword Pragmatic markers
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

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