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dc.contributor.authorMartín Laguna, Sofía
dc.contributor.authorAlcón, Eva
dc.date.accessioned2018-07-05T17:37:39Z
dc.date.available2018-07-05T17:37:39Z
dc.date.issued2018
dc.identifier.citationMARTÍN-LAGUNA, Sofía; ALCÓN-SOLER, Eva. Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach. System, 2018, vol. 75, p. 68-80ca_CA
dc.identifier.issn0346-251X
dc.identifier.urihttp://hdl.handle.net/10234/175492
dc.description.abstractResearch has shown that being multilingual is a valuable asset for learning pragmatics. By adopting a multilingual turn perspective, this study investigates patterns of pragmatic development in the multilingual classroom setting of the Valencian Community in Spain, where English, Catalan and Spanish coexist. Participants were 313 learners of English and 15 teachers. Each learner wrote three argumentative essays over one academic year in three languages: English, Catalan and Spanish. A mixed method approach was followed to examine learning trajectories of two types of discourse-pragmatic markers: textual and interpersonal markers. Quantitative results revealed significant gains in the production of textual discourse-pragmatic markers in English, while interpersonal discourse-pragmatic markers followed an irregular pattern. Findings also revealed variations in discourse-pragmatic marker learning trajectories in English, Catalan and Spanish: learning trajectories in the minority language (Catalan) and the L3 (English) were more fluctuating and the patterns interacted with each other, which contrasted with the linear development found in the majority language (Spanish). Qualitative findings are discussed to illustrate how factors such as learners’ pragmatic awareness, teachers’ practices and the sociolinguistic context of the study may interact in the process of pragmatic learning in the multilingual classroom.ca_CA
dc.format.extent36 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherElsevierca_CA
dc.relation.isPartOfSystem, 2018, vol. 75, p. 68-80ca_CA
dc.subjectclassroom pragmaticsca_CA
dc.subjectpragmatic markersca_CA
dc.subjectmultilingualismca_CA
dc.subjectpragmaticsca_CA
dc.subjectdiscourse markersca_CA
dc.subjectclassroom researchca_CA
dc.subjectL3 pragmaticsca_CA
dc.subjectlongitudinal researchca_CA
dc.subjectmixed method researchca_CA
dc.titleDevelopment of discourse-pragmatic markers in a multilingual classroom: A mixed method research approachca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttps://doi.org/10.1016/j.system.2018.03.009
dc.relation.projectIDAs members of the LAELA (Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa) research group at Universitat Jaume I (Castellón, Spain), we would like to acknowledge that this study is part of research projects funded by (a) the Spanish Ministerio de Economia y Competitividad (FFI2016-78584-P), (b) the Universitat Jaume I (P1·1B2015-20), (c) Projectes d’Innovació Educativa de la Unitat de Suport Educatiu 3457/17, (d) Ajudes per a la contractació de personal investigador en formació en fase postdoctoral de la Conselleria d’Educació, Cultura i Esport, Generalitat Valenciana (APOSTD/2016/059).ca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttps://www.sciencedirect.com/science/article/pii/S0346251X1830112Xca_CA
dc.type.versioninfo:eu-repo/semantics/submittedVersionca_CA


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