Pragmatic outcomes in the English-medium instruction context

Abstract

This study investigates pragmatic development in the English-medium instruction (EMI) setting of the Valencian Community in Spain. More specifically, the study examines whether the intensity of EMI influences functional adequacy (FA) in second language (L2) writing. Participants were 102 EMI learners, each of whom wrote three motivation letters over one academic year in English. The rating scales designed by Kuiken and Vedder (2017) were used to examine the FA of the written texts in terms of cohesion, coherence, task requirements, content, and comprehensibility. Quantitative results revealed significant differences among the EMI groups under analysis, suggesting that the intensity of instruction may exert an influence on FA in L2 writing. Results from this study show the importance of intensity of exposure to EMI for L2 writing.

Measurement of functional adequacy in different learning contexts

“…Therefore, in language assessment, we should consider both the CAF and FA dimension, extending CAF to CAFFA (see also Pallotti, this issue; González-Lloret, this issue). Alongside studies on the development of FA in relation to CAF, task type and language proficiency (Strobl & Baten, this issue; Ekiert et al, 2018, this issue;Herraiz Martínez, 2018;Herraiz Martínez & Alcón Soler, 2019;Nuzzo & Bove, 2020;Révész et al, 2016), further research in this intriguing research area is essential.…”

“…A second theoretical underpinning of our research is the necessity to assess FA as a separate dimension from CAF (Pallotti, 2009). Thus far, few studies have investigated the relationship between CAF and FA in L2 performance, or between the growth of both dimensions (however, see Herraiz Martínez, 2018;Herraiz Martínez & Alcón Soler, 2019;Nuzzo & Bove, 2020;Révész et al, 2016;Strobl & Baten, this issue). Up until now, little is known about the specific linguistic features that contribute to the development of functionally adequate and appropriate speech, or about the relationship between CAF and FA for oral output.…”

“…Several studies have looked at the relationship of FA with CAF, task type, and language proficiency. The impact of language proficiency on FA was investigated by Herraiz Martínez (2018) andHerraiz Martínez andAlcón Soler (2019). In a pretest-posttest-delayed posttest design, comprising one academic year, 102 Spanish/Catalan learners of English L2 were asked to write motivation letters in order to be admitted to university.…”