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

Autor/inn/en	Martinez, Ana Herraiz; Hernández, Ariadna Sánchez
Titel	Pragmatic Markers Produced by Multilingual Speakers: Evidence from a CLIL Context
Quelle	In: English Language Teaching, 12 (2019) 2, S.68-76 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Multilingualism; Pragmatics; Second Language Learning; Second Language Instruction; Oral Language; Decision Making; Spanish; Romance Languages; English (Second Language); Language of Instruction; Language Proficiency; Language Usage; Student Attitudes; Interpersonal Communication; Foreign Countries; Secondary School Students; Discourse Analysis; Native Language; Persuasive Discourse; Contrastive Linguistics; Course Content; Interdisciplinary Approach; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Decision-making; Entscheidungsfindung; Spanisch; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Schülerverhalten; Interpersonale Kommunikation; Ausland; Sekundarschüler; Diskursanalyse; Persuasion; Persuasive Kommunikation; Linguistics; Kontrastive Linguistik; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01