A study on the functional uses of textual pragmatic markers by native speakers and 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 2021-06-16T08:24:26Z
• dc.date.available 2021-06-16T08:24:26Z
• dc.date.issued 2020
• 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.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.doi http://dx.doi.org/10.1016/j.pragma.2019.09.009
• dc.identifier.issn 0378-2166
• dc.identifier.uri http://hdl.handle.net/10230/47904
• dc.language.iso eng
• dc.publisher Elsevier
• dc.relation.ispartof Journal of Pragmatics. 2020;156:41-53
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P
• dc.rights © Elsevier http://dx.doi.org/10.1016/j.pragma.2019.09.009
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Pragmatic markers
• dc.subject.keyword Textual markers
• dc.subject.keyword English-medium instruction
• dc.subject.keyword Second language acquisition
• 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.type.version info:eu-repo/semantics/acceptedVersion