Exploring pragmatic multicompetence in multilingual learners: an analysis of discourse-pragmatic markers in instructional tasks
Metadatos
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Metadatos
Título
Exploring pragmatic multicompetence in multilingual learners: an analysis of discourse-pragmatic markers in instructional tasksAutoría
Tutor/Supervisor; Universidad.Departamento
Martín-Laguna, Sofía; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019-06-03Editor
Universitat Jaume IResumen
The intersection between pragmatics and multilingualism has received scare attention so far,
in spite of the advantages of being a multilingual. In order to cover this research gap, the present
study explores how ... [+]
The intersection between pragmatics and multilingualism has received scare attention so far,
in spite of the advantages of being a multilingual. In order to cover this research gap, the present
study explores how languages are related in the same multilingual learners. The study adopts a
holistic multilingual perspective, which claims for the interaction between the languages in the
speakers’ mind, opposing the monolingual approach traditionally adopted in education and research.
In particular, the focus is on the use of textual discourse-pragmatic frame markers (TDPFMs) in
English, Spanish and Catalan, the languages in the educational context. Participants were 34
Catalan-Spanish bilingual high-school learners of L3 English. They were asked to write 3
instructional essays, one in each of the languages under study. A mixed method approach combining
data from quantitative and qualitative sources was adopted. Quantitative results showed that: 1) the
amount of TDPFMs in relation to the total of words in the three languages was similar, 2) there was a
general tendency to use the same types of TDPFMs in the three languages, 3) there was a great
tendency to overuse certain TDPFMs. Qualitative results showed that: 1) learners were concerned
with the appropriate use of connectors in the three languages and 2) the learners’
discourse-pragmatic competence was limited in the L3. These findings are discussed in relation to
their pedagogical implications. [-]
Palabras clave / Materias
Descripción
Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2018/2019
Tipo de documento
info:eu-repo/semantics/bachelorThesisDerechos de acceso
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Aparece en las colecciones
- Grau en Estudis Anglesos [351]
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