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

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 enjoymen...

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Autores: Ament, Jennifer, Barón Parés, Júlia, Pérez Vidal, Carmen
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/47914
Acceso en línea:http://hdl.handle.net/10230/47914
http://dx.doi.org/10.1515/cercles-2020-2030
Access Level:acceso abierto
Palabra clave:Second language motivations
Individual differences
English-medium instruction
Pragmatic markers
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spelling Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learnersAment, JenniferBarón Parés, JúliaPérez Vidal, CarmenSecond language motivationsIndividual differencesEnglish-medium instructionPragmatic markersThe 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.De Gruyter20212020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/47914http://dx.doi.org/10.1515/cercles-2020-2030reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésLanguage Learning in Higher Education. 2020;10(2):469-89.© De Gruyter Published version available at http://dx.doi.org/10.1515/cercles-2020-2030info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/479142026-06-12T07:21:37Z
dc.title.none.fl_str_mv Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
title Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
spellingShingle Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
Ament, Jennifer
Second language motivations
Individual differences
English-medium instruction
Pragmatic markers
title_short Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
title_full Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
title_fullStr Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
title_full_unstemmed Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
title_sort Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
dc.creator.none.fl_str_mv Ament, Jennifer
Barón Parés, Júlia
Pérez Vidal, Carmen
author Ament, Jennifer
author_facet Ament, Jennifer
Barón Parés, Júlia
Pérez Vidal, Carmen
author_role author
author2 Barón Parés, Júlia
Pérez Vidal, Carmen
author2_role author
author
dc.subject.none.fl_str_mv Second language motivations
Individual differences
English-medium instruction
Pragmatic markers
topic Second language motivations
Individual differences
English-medium instruction
Pragmatic markers
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/47914
http://dx.doi.org/10.1515/cercles-2020-2030
url http://hdl.handle.net/10230/47914
http://dx.doi.org/10.1515/cercles-2020-2030
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Language Learning in Higher Education. 2020;10(2):469-89.
dc.rights.none.fl_str_mv © De Gruyter Published version available at http://dx.doi.org/10.1515/cercles-2020-2030
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © De Gruyter Published version available at http://dx.doi.org/10.1515/cercles-2020-2030
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv De Gruyter
publisher.none.fl_str_mv De Gruyter
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
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