Article published in:
Applied Linguistics Perspectives on CLILEdited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 67–88
Investigating pragmatics in CLIL through students’ requests
Nashwa Nashaat Sobhy | San Jorge University
The study compares how three groups of learners at different educational levels in CLIL, post-CLIL and EFL classes modify their requests which were elicited by means of a written discourse completion task with two situations (different power relations). Data analysis is based on earlier request taxonomies (Alcón-Soler et al. 2005; Blum-Kulka et al. 1989), but the study also introduces new pragmatic features that appeared in the learners’ data. Qualitative and quantitative differences point to a duality in how learners use softening and aggravating request modifications, attributed to insufficient sociopragmatic knowledge. Among other finer results, the study shows that CLIL, as an educational approach, does not necessarily contribute to enhancing learners’ pragmatic competence if seen through the lens of making requests.
Article outline
- Introduction
- Interlanguage pragmatics in CLIL
- A study of requests by CLIL and non-CLIL students
- Softening external modifiers
- Softening internal modifiers
- Softening strategies
- Marked please and aggravating external modifiers
- Aggravating internal modifiers
- Aggravating strategies
- Imperatives, obligation-statements and HA-SOA/P
- Action-ceasing verbs
- Discussion and concluding remarks
-
Note -
References
Published online: 16 March 2017
https://doi.org/10.1075/lllt.47.05sob
https://doi.org/10.1075/lllt.47.05sob
References
Ackerl, C.
Alcón-Soler, E., Safont-Jordá, M.P., & Martínez-Flor, A.
Bardovi-Harlig, K.
Bialystok, E.
Blum-Kulka, S., House, J., & Kasper, G.
Council of Europe
Dalton-Puffer, C., & Nikula, T.
Dalton-Puffer, C., Nikula, T., & Smit, U.
Economidou-Kogetsidis, M.
Hutchinson, T., & Waters, A.
Jiménez Catalán, R.M., & Ruiz de Zarobe, Y.
(2007, March). Does the type of instruction have any bearing on EFL learners’ receptive vocabulary? Paper presented at the ELIA 10 Conference. Issues in Teaching, Learning, and Using Vocabulary in an L2. University of Seville, Spain.
Jiménez Catalán, R.M., Ruiz de Zarobe, Y., & Cenoz, J.
Kasper, G.
(1997) Can pragmatic competence be taught? (NetWork #6). Honolulu HI: University of Hawaii, Second Language Teaching & Curriculum Center. Available at http://www.nflrc.hawaii.edu/NetWorks/NW06/
Kasper, G., & Dahl, M.
Koike, D. A., & Pearson, L.
Llinares, A., & Pastrana, A.
Lorenzo, F., Casal, S., & Moore, P.
Maillat, D.
Martí-Arnándiz, O.
Martínez-Flor, A.
Martínez-Flor, A., & Usó-Juan, E.
Nashaat-Sobhy, N.
Nashaat-Sobhy, N., & Llinares, A.
(2014, April). From classroom research to research design. Paper presented at the 19th International Conference on Pragmatics and Language Learning. Indiana University, Bloomington.
Nikula, T.
Ruiz de Zarobe, Y.
(2008) CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country. International CLIL Research Journal, 1(1). Available at http://www.icrj.eu/11/contents.html
(2011) Which language competencies benefit from CLIL? An insight into applied linguistics research. In Y. Ruiz de Zarobe, J.M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 129–154). Frankfurt: Peter Lang. 

Salazar Campillo, P.
Sasaki, M.
Sato, S.
Sifianou, M.
Trosborg, A.
Cited by
Cited by 1 other publications
Nashaat Sobhy, Nashwa
This list is based on CrossRef data as of 25 may 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.