A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners

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 le...

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Detalles Bibliográficos
Autores: Ament, Jennifer, Barón Parés, Júlia, Pérez Vidal, Carmen
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2020
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/47904
Acceso en línea:http://hdl.handle.net/10230/47904
http://dx.doi.org/10.1016/j.pragma.2019.09.009
Access Level:acceso abierto
Palabra clave:Pragmatic markers
Textual markers
English-medium instruction
Second language acquisition
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spelling A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learnersAment, JenniferBarón Parés, JúliaPérez Vidal, CarmenPragmatic markersTextual markersEnglish-medium instructionSecond language acquisitionThis 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.This study was supported by the Spanish Ministry of Science and Innovation (Grant FFI2013-48640-C2-1-P).Elsevier202120212020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/47904http://dx.doi.org/10.1016/j.pragma.2019.09.009reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésJournal of Pragmatics. 2020;156:41-53info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P© Elsevier http://dx.doi.org/10.1016/j.pragma.2019.09.009info:eu-repo/semantics/openAccessoai:recercat.cat:10230/479042026-05-29T05:05:01Z
dc.title.none.fl_str_mv A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
title A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
spellingShingle A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
Ament, Jennifer
Pragmatic markers
Textual markers
English-medium instruction
Second language acquisition
title_short A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
title_full A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
title_fullStr A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
title_full_unstemmed A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
title_sort A study on the functional uses of textual pragmatic markers by native speakers and 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 Pragmatic markers
Textual markers
English-medium instruction
Second language acquisition
topic Pragmatic markers
Textual markers
English-medium instruction
Second language acquisition
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/47904
http://dx.doi.org/10.1016/j.pragma.2019.09.009
url http://hdl.handle.net/10230/47904
http://dx.doi.org/10.1016/j.pragma.2019.09.009
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Pragmatics. 2020;156:41-53
info:eu-repo/grantAgreement/ES/1PE/FFI2013-48640-C2-1-P
dc.rights.none.fl_str_mv © Elsevier http://dx.doi.org/10.1016/j.pragma.2019.09.009
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © Elsevier http://dx.doi.org/10.1016/j.pragma.2019.09.009
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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