Are classroom requests similar in all EFL settings? Focusing on a young multilingual learning environment
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comunitat-uji-handle2:10234/8015
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Título
Are classroom requests similar in all EFL settings? Focusing on a young multilingual learning environmentAutoría
Fecha de publicación
2018Editor
SpringerCita bibliográfica
Safont, P. (2018). Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment. In: Romanowski, P., Jedynak, M. (eds) Current Research in Bilingualism and Bilingual Education. Multilingual Education, vol 26. Springer, Cham. https://doi.org/10.1007/978-3-319-92396-3_7Tipo de documento
info:eu-repo/semantics/bookPartVersión de la editorial
https://doi.org/10.1007/978-3-319-92396-3_7Versión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
For the last twenty years a considerable amount of studies have examined L2 pragmatic production in classroom discourse (see Bardovi-Harlig, 2013 for a review). Nevertheless, most research to date still ignores the ... [+]
For the last twenty years a considerable amount of studies have examined L2 pragmatic production in classroom discourse (see Bardovi-Harlig, 2013 for a review). Nevertheless, most research to date still ignores the multilingual background of language learners. Research on classroom pragmatics from a multilingual perspective is still scant but findings point to the peculiarities of L3 pragmatic production and development (Alcon, 2013; Portolés, 2015; Safont and Portolés, 2015). In order to contribute to this line of research, the present study seeks to examine multilingual requestive behaviour from a pragmalinguistic and a sociopragmatic viewpoint. In so doing, previous research from a monolingual and a multilingual perspective is taken into account. We have considered the specific request forms used and modification devices accompanying them (Alcón et al. 2005), the goal of the request (Dalton-Puffer and Nikula, 2006) and the classroom register (Christie, 2002) in which these goals may be embedded. Data for the study comprise transcripts from twelve twelve video-recorded English as L3 lessons involving 268 learners (m.a.= 8.4) and 12 teachers (m.a.= 43.2). Results confirm previous findings in multilingual learning environments and they contradict results from SLA-based studies. Interestingly, this study points to the role of the language program in classroom requestive behaviour. We conclude by acknowledging the importance of adopting multilingual perspectives in the analysis of multilingual students. [-]
Publicado en
Romanowski & Jedinak (Eds.) (2018) Current Research in Bilingualism and Bilingual Education, pp.123-141Entidad financiadora
Ministerio Español de Economia y Competitividad (MINECO) | Universitat Jaume I | Universitat Jaume I. USE
Código del proyecto o subvención
FFI2016-78584-P | P1·1B2015-20 | 3093/15
Derechos de acceso
Versión editorial: © 2018 Springer International Publishing AG, part of Springer Nature
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info:eu-repo/semantics/openAccess