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

Martinez, Ana Herraiz; Hernández, Ariadna Sánchez

doi:10.5539/elt.v12n2p68

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…Such lack of intercultural understandings is a potential source of difficulties faced by non-native speakers in their communications. (Herraiz Martinez & Hernandez, 2019;Taguchi & Roever, 2017). Another factor that can account for intercultural misinterpretation is pragmatic inability caused by speakers' inappropriate use of speech (MaConachy, 2019).…”

Section: Background Of the Studymentioning

confidence: 99%

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Farashaiyan¹,

Sahragard²,

Paramasivam³

et al. 2020

IJHE

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The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors .The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows “Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed.

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Section: Background Of the Studymentioning

confidence: 99%

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Farashaiyan¹,

Sahragard²,

Paramasivam³

et al. 2020

IJHE

View full text Add to dashboard Cite

show abstract

The multilingual turn in pragmatics

Martín-Laguna

2022

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In the Valencian Community in Spain, the coexistence of Spanish and Catalan as co-official languages and English as a foreign language, which is learned as a third language (L3), shapes a unique multilingual setting. This study examined the extent to which multilingual learners’ use of two interpersonal pragmatic markers (PMs), i.e., hedges (e.g., I believe) and attitude markers (e.g., fortunately), is related across languages and whether the relationship changes over time. Participants were 313 Spanish-Catalan bilingual high school learners of L3 English. They wrote three opinion essays over one academic year in the three languages of instruction: Spanish, Catalan, and English. Quantitative results revealed a trend towards stronger correlations over time in both PMs. At Time 3, correlations were statistically significant for all language pairs in hedges and for two language pairs in attitude markers (Spanish and Catalan, Spanish and English). Qualitative analyses of the learners’ essays lend support to these results and show transfer at the phrase and discourse-level.

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Teaching the pragmatics of English as an international language: A focus on pragmatic markers

Hernández

Flor

2021

Language Teaching Research

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The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional ( n = 34) and a control group ( n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics.

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

Cited by 4 publications

References 22 publications

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

The multilingual turn in pragmatics

Teaching the pragmatics of English as an international language: A focus on pragmatic markers

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