Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences
This thesis analyses undergraduate learners' pragmatic development. The participants of the study were enrolled in English-medium instruction atlhree different Spanish universities. Pragmatic development is operationalised as "functional adequacy" (FA), which is a recent construct dev...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/664863 |
| Acceso en línea: | http://hdl.handle.net/10803/664863 http://dx.doi.org/10.6035/14110.2018.368282 |
| Access Level: | acceso abierto |
| Palabra clave: | English-medium instruction (EMI) Functional adequacy (FA) Pragmatics Proficiency University Arts, Humanitats i Llengües 37 8 |
| Sumario: | This thesis analyses undergraduate learners' pragmatic development. The participants of the study were enrolled in English-medium instruction atlhree different Spanish universities. Pragmatic development is operationalised as "functional adequacy" (FA), which is a recent construct developed by Kuiken and Vedder (2016) to approach pragmatic competence. Moreover, the effect of English proficiency and previous language learning experiences on learners' FA is explored. Quantitative and qualitative results are taken ¡nto consideration in order to observe and further understand what happens in the EMI contexts under analysis. |
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