Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners

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• dc.contributor.author Ament, Jennifer
• dc.contributor.author Barón Parés, Júlia
• dc.contributor.author Pérez Vidal, Carmen
• dc.date.accessioned 2021-06-17T06:21:41Z
• dc.date.issued 2020
• dc.description.abstract The aim of the present study is twofold: first, it compares full-English-medium instruction (EMI) and semi-EMI learners on a series of motivational andemotional factors (the ought to, and the ideal L2 self-motivational orientations,attitudes towards English, and foreign language anxiety and enjoyment). Second,it investigates the relationship between these individual differences (IDs) andpragmatic marker (PM) use. No previous studies have investigated these phe-nomena among semi and full EMI learners, despite the recognized need for moreresearch into the effects of IDs and pragmatic learning in EMI settings. Participantswere second and third-year EMI students. A monologue and an interaction taskwere used to obtain oral data, and questionnaires were used to gather data on IDs.Results showed that EMI and semi-EMI groups did not differ according to moti-vational orientation. However, there were significant differences between learner’smotivations depending on the year of study, where third year learners were moreought to self-motivated than second-year learners. Other findings revealed thatboth strong ought to L2 self-oriented learners as well as learners who enjoyed EMIdemonstrated an increased frequency of PM use and that learners with positiveattitudes towards English reported stronger ideal L2 selves.
• dc.format.mimetype application/pdf
• dc.identifier.citation Ament J, Barón-Parés J, Pérez-Vidal C. Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners. Language Learning in Higher Education. 2020;10(2):469-89. DOI: 10.1515/cercles-2020-2030
• dc.identifier.doi http://dx.doi.org/10.1515/cercles-2020-2030
• dc.identifier.issn 2191-611X
• dc.identifier.uri http://hdl.handle.net/10230/47914
• dc.language.iso eng
• dc.publisher De Gruyter
• dc.relation.ispartof Language Learning in Higher Education. 2020;10(2):469-89.
• dc.rights © De Gruyter Published version available at http://dx.doi.org/10.1515/cercles-2020-2030
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Second language motivations
• dc.subject.keyword Individual differences
• dc.subject.keyword English-medium instruction
• dc.subject.keyword Pragmatic markers
• dc.title Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion