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Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context

English language teaching (Toronto), 2019-01, Vol.12 (2), p.68

ISSN: 1916-4742 ;EISSN: 1916-4750 ;DOI: 10.5539/elt.v12n2p68

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Title:
Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context
Author: Martinez, Ana Herraiz ; Hernández, Ariadna Sánchez
Subjects: Contrastive Linguistics ; Course Content ; Decision Making ; Discourse Analysis ; English (Second Language) ; Foreign Countries ; Interdisciplinary Approach ; Interpersonal Communication ; Language of Instruction ; Language Proficiency ; Language Usage ; Multilingualism ; Native Language ; Oral Language ; Persuasive Discourse ; Pragmatics ; Romance Languages ; Second Language Instruction ; Second Language Learning ; Secondary School Students ; Spanish ; Student Attitudes
Is Part Of: English language teaching (Toronto), 2019-01, Vol.12 (2), p.68
Description: The purpose of this study is to investigate the production of pragmatic markers (PMs) by multilingual students in a CLIL context. Previous studies have analyzed pragmatic competence in multilingual settings (e.g., Cenoz, 2003; Martín-Laguna & Alcón-Soler, 2015; Portolés, 2015; Safont & Portolés, 2016). However, to the best of our knowledge, no previous study has investigated the use of PMs across languages at the oral level in the multilingual classroom. As suggested by Nashaat-Sobhy (2017, p. 69), there is a need for studies that support or refute whether CLIL helps students communicate more appropriately. In an attempt to fill this gap, the overall aim of this research study is to explore how multilingual students use PMs across languages -namely Spanish, Catalan and English- in terms of frequency and type of PM. Participants were 19 Spanish students in an instructional context where three languages are in contact, namely English, Catalan and Spanish. They completed a language background questionnaire and comparable oral decision-making tasks carried out in pairs, one task in each of the target languages. The analysis explored the frequency and type of PMs (i.e. textual and interpersonal markers). Findings revealed significant differences in the frequency and type of both interpersonal and textual PMs across the three languages, shedding some light on the particular characteristics of the pragmatic competence of multilingual learners in a CLIL setting.
Publisher: Canadian Center of Science and Education
Language: English
Identifier: ISSN: 1916-4742
EISSN: 1916-4750
DOI: 10.5539/elt.v12n2p68
Source: Freely Accessible Journals
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Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context

ISSN: 1916-4742 ;EISSN: 1916-4750 ;DOI: 10.5539/elt.v12n2p68

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