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.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.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.doi http://dx.doi.org/10.1075/prag.17042.ame
• dc.identifier.issn 1018-2101
• dc.identifier.uri http://hdl.handle.net/10230/47918
• dc.language.iso eng
• dc.publisher John Benjamins Publishing
• dc.relation.ispartof Jounal of Pragmatics. 2018;28(4):517-46
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P
• dc.rights © 2018. John Benjamins Publishing Company
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• 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.title The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion