The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33 semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of textual PMs compared to the NSs.
Keywords: pragmatic markers, second language acquisition, English-medium instruction, immersion, communicative competence
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
Published online: 23 October 2018
Alcón, Eva, and Maria Pilar Safont Jordà
Ament, Jennifer R., and Júlia Barón Parés
2018 “The Acquisition of Discourse Markers in the English-Medium Instruction Context.” In Learning Context Effects: Study Abroad, Formal Instruction, and International Immersion Classrooms, edited by Carmen Pérez-Vidal, Sonia López-Serrano, Jennifer R. Ament, and Dakota Thomas-Wilhelm, 44–74. Berlin: Language Science Press.
Ament, Jennifer R., and Carmen Pérez-Vidal
Bachman, Lyle F.
Bardovi-Harlig, Kathleen, and Robert Griffin
Barón, Júlia, and Mariía Luz Celaya
Bolton, Kingsley, and Maria Kuteeva
2013 “A Study of the Acquisition of Discourse Markers by Chinese Learners of English.” International Journal of English Studies JN – International Journal of English Studies 13 (1): 29–50. http://revistas.um.es/ijes.
Clark, Herbert H., and Jean E. Fox Tree
Costa, Francesca, and James A. Coleman
Cuenca, Maria Josep
Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra
Fernández, Julieta, Anna Gates Tapia, and Xiaofei Lu
Flowerdew, John, and Steve Tauroza
Fung, Loretta, and Ronald Carter
García Mayo, María del Pilar, and Amparo Lázaro Ibarrola
Halliday, Michael Alexander Kirkwood, and Ruqaiya Hasan
Harley, Brigit, Patrick Allen, Jim Cummins, and Merrill Swain
Hellekjær, Glenn Ole, and Anne Inger Hellekjær
Hellermann, John, and Andrea Vergun
Jung, Euen Hyuk Sarah
Kasper, Gabriele, and Kenneth R. Rose
2002 Pragmatic Development in a Second Language. (Language Learning, Vol. 52). Oxford: Blackwell Publishing Ltd. http://search.proquest.com/docview/85583993?accountid=14548%5Cnhttp://metadata.lib.hku.hk/hku?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:llba&atitle=Pragmatic+Development+in+a+Second+Language&title=Language+Le.
Lei, Jun, and Guangwei Hu
Lin, Yen Liang
Margić, Branka, and Tea Žeželić
2013 “Task Type Effects on Pragmatic Marker Use by Learners at Varying Proficiency Levels.” L2 Journal 5 (2): 1–21. http://escholarship.org/uc/item/9bm489h8.
Pecorari, D., P. Shaw, A. Irvine, and H. Malmström
2011 “English for Academic Purposes at Swedish Universities: Teachers’ Objectives and Practices.” Inglés Con Fines Académicos En Las Universidades Suecas: Objetivos y Prácticas de Los Profesores 22 (2011): 55–78. http://www.scopus.com/inward/record.url?eid=2-s2.0-80054012099&partnerID=40&md5=e8e230bd9d0d08dfd26591f272965841.
Pons Bordería, Salvador
Pons Bordería, Salvador, and Maria Estellés Arguedas
Shively, Rachel L.
Wachter, Bernd, and Friedhelm Maiworm
Cited by 3 other publications
Ament, Jennifer, Júlia Barón-Parés & Carmen Pérez-Vidal
Ament, Jennifer, Júlia Barón Páres & Carmen Pérez-Vidal
Xiao, Hao-Zhang, Chen-Yu Dai & Li-Zheng Dong
This list is based on CrossRef data as of 09 september 2021. 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.