The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n...

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Detalhes bibliográficos
Autores: Sánchez-Hernández, Ariadna, Barón Parés, Júlia, Llanes, Àngels
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2024
País:España
Recursos:Universitat de Lleida (UdL)
Repositório:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/465710
Acesso em linha:https://doi.org/10.3390/languages9040115
https://hdl.handle.net/10459.1/465710
Access Level:Acceso aberto
Palavra-chave:Stay abroad
At home
Interlanguage pragmatics
L2 pragmatics
Pragmatic markers
Second language acquisition
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spelling The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?Sánchez-Hernández, AriadnaBarón Parés, JúliaLlanes, ÀngelsStay abroadAt homeInterlanguage pragmaticsL2 pragmaticsPragmatic markersSecond language acquisitionThe present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.We would like to acknowledge that this study is part of the research project PID2022-141814NB-I00 funded by the Spanish Ministry of Science and Innovation.MDPI2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.3390/languages9040115https://hdl.handle.net/10459.1/465710reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)Inglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-141814NB-I00Reproducció del document publicat a https://doi.org/10.3390/languages9040115Languages, 2024, vol. 9, núm. 4, article 115, p. 1-15cc-by (c) The authors, 2024Attribution 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:repositori.udl.cat:10459.1/4657102026-06-24T12:42:17Z
dc.title.none.fl_str_mv The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
title The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
spellingShingle The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
Sánchez-Hernández, Ariadna
Stay abroad
At home
Interlanguage pragmatics
L2 pragmatics
Pragmatic markers
Second language acquisition
title_short The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
title_full The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
title_fullStr The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
title_full_unstemmed The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
title_sort The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?
dc.creator.none.fl_str_mv Sánchez-Hernández, Ariadna
Barón Parés, Júlia
Llanes, Àngels
author Sánchez-Hernández, Ariadna
author_facet Sánchez-Hernández, Ariadna
Barón Parés, Júlia
Llanes, Àngels
author_role author
author2 Barón Parés, Júlia
Llanes, Àngels
author2_role author
author
dc.subject.none.fl_str_mv Stay abroad
At home
Interlanguage pragmatics
L2 pragmatics
Pragmatic markers
Second language acquisition
topic Stay abroad
At home
Interlanguage pragmatics
L2 pragmatics
Pragmatic markers
Second language acquisition
description The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.
publishDate 2024
dc.date.none.fl_str_mv 2024
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 https://doi.org/10.3390/languages9040115
https://hdl.handle.net/10459.1/465710
url https://doi.org/10.3390/languages9040115
https://hdl.handle.net/10459.1/465710
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-141814NB-I00
Reproducció del document publicat a https://doi.org/10.3390/languages9040115
Languages, 2024, vol. 9, núm. 4, article 115, p. 1-15
dc.rights.none.fl_str_mv cc-by (c) The authors, 2024
Attribution 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) The authors, 2024
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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