Research on interlanguage pragmatics dealing with request modifiers in EFL contexts has largely ignored the multilingual context in which this language is learnt. Previous studies comparing the use of request modifiers by monolingual and bilingual learners of English point to differences in the number and type of modifiers employed (Safont-Jordà 2005a). However, as reported by Alcón-Soler (2009), the relationship between teachability and the effects of bilingualism needs to be further explored. On that account, the present study examines the effect of bilingualism and instruction in third language learners’ use of request modifiers. Findings from our study seem to indicate that bilinguals outperform monolinguals in the number of internal and external modifiers employed both before and after having received instruction.
2024. Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging. International Journal of Multilingualism► pp. 1 ff.
Martinez-Buffa, Ignacio & Pilar Safont
2023. Multilingual pragmatic awareness in collaborative writing. Language Awareness 32:3 ► pp. 421 ff.
Sánchez-Hernández, Ariadna & Júlia Barón
2022. Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research 26:2 ► pp. 163 ff.
Safont, Pilar
2018. Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment. In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26], ► pp. 123 ff.
Safont, Pilar
2022. ‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse. Language, Culture and Curriculum 35:3 ► pp. 317 ff.
Stavans, Anat & Ronit Webman Shafran
2018. The pragmatics of requests and refusals in multilingual settings. International Journal of Multilingualism 15:2 ► pp. 149 ff.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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