Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach
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Title
Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approachDate
2018Publisher
ElsevierISSN
0346-251XBibliographic citation
MARTÍN-LAGUNA, Sofía; ALCÓN-SOLER, Eva. Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach. System, 2018, vol. 75, p. 68-80Type
info:eu-repo/semantics/articlePublisher version
https://www.sciencedirect.com/science/article/pii/S0346251X1830112XVersion
info:eu-repo/semantics/submittedVersionSubject
Abstract
Research 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 ... [+]
Research 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. [-]
Is part of
System, 2018, vol. 75, p. 68-80Investigation project
As 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).Rights
http://rightsstatements.org/vocab/CNE/1.0/
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