Falling in language: the affective side of interlinguistic relationships and their impact on the perception of EMI contexts
Metadatos
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Metadatos
Título
Falling in language: the affective side of interlinguistic relationships and their impact on the perception of EMI contextsAutoría
Tutor/Supervisor; Universidad.Departamento
Nightingale, Richard; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019-06-11Editor
Universitat Jaume IResumen
Improved mobility and access to global communication have recently encouraged the
emergence of multilingualism as a new linguistic dispensation (Aronin & Singleton, 2012).
Moreover, mobility was enhanced by the ... [+]
Improved mobility and access to global communication have recently encouraged the
emergence of multilingualism as a new linguistic dispensation (Aronin & Singleton, 2012).
Moreover, mobility was enhanced by the implementation of EMI teaching, which in turn contributed
to the emergence of the main subject of our study, intercultural and interlinguistic romantic
relationships. Since EMI and interlinguistic relationships are intrinsically entwined with the new
linguistic dispensation, the current study aims to establish a connection between these multilingual
cross-cultural relationships and the growing trend of EMI teaching. We proceed by considering
three research questions: 1) how our participants perceive the identificatory and emotional role of
language in negotiating their interlingual relationships, 2) what impact an interlingual relationship
has on our participants’ beliefs and attitudes as EFL users, and 3) what implications an
interlingual relationship has on our participants’ perceptions of EMI contexts. From this study, we
argue that the mediation of a relationship through English has a positive impact on the partners’
self-perception as L2 users and on their perception of EMI contexts. Interlingual relationships have
the potential to help mitigate one of the main hurdles in implementing EMI teaching; namely, the
lack of interest and involvement (Doiz & Lasagabaster, 2018). In light of this, our participants
appear to develop integrative motivation towards learning the L2 from being in an interlinguistic
cross-cultural relationship that compliments their instrumental motivation. Furthermore, EMI
mirrors the way in which partners in multilingual relationships successfully use and improve an L2,
since it naturalizes language learning. Therefore, the three parameters that characterise motivation
are fulfilled: “Integrativeness, Instrumentality, and the Attitudes toward the learning situation”
(Dörnyei, 2005:106). Thus, being in a cross-cultural interlinguistic relationship has an impact of
EFL users’ perception of EMI contexts [-]
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 [352]