Exploring the Relationship between Motivations, Emotions and Pragmatic Marker Use in English-Medium Instruction Learners

Autor/inn/en	Ament, Jennifer; Barón-Parés, Júlia; Pérez-Vidal, Carmen
Titel	Exploring the Relationship between Motivations, Emotions and Pragmatic Marker Use in English-Medium Instruction Learners
Quelle	In: Language Learning in Higher Education, 10 (2020) 2, S.469-489 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2020-2030
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Language of Instruction; Learning Motivation; Anxiety; Language Attitudes; Goal Orientation; Individual Differences; Correlation; Oral Language; Student Attitudes; Task Analysis; Positive Attitudes; Learning Experience; Undergraduate Students; International Trade; Business Administration Education; Second Language Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Motivation for studies; Lernmotivation; Angst; Sprachverhalten; Zielorientierung; Zielvorstellung; Individueller Unterschied; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Aufgabenanalyse; Lernerfahrung; Trade; International relations; Handel; Internationale Beziehungen; Fremdsprachenunterricht; Ausland; Spanien
Abstract	The aim of the present study is twofold: first, it compares full-English-medium instruction (EMI) and semi-EMI learners on a series of motivational and emotional factors (the ought to, and the ideal L2 self-motivational orientations, attitudes towards English, and foreign language anxiety and enjoyment). Second, it investigates the relationship between these individual differences (IDs) and pragmatic marker (PM) use. No previous studies have investigated these phenomena among semi and full EMI learners, despite the recognized need for more research into the effects of IDs and pragmatic learning in EMI settings. Participants were second and third-year EMI students. A monologue and an interaction task were used to obtain oral data, and questionnaires were used to gather data on IDs. Results showed that EMI and semi-EMI groups did not differ according to motivational orientation. However, there were significant differences between learner's motivations depending on the year of study, where third year learners were more ought to self-motivated than second-year learners. Other findings revealed that both strong ought to L2 self-oriented learners as well as learners who enjoyed EMI demonstrated an increased frequency of PM use and that learners with positive attitudes towards English reported stronger ideal L2 selves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01