Affiliation:
1. Universitat Internacional de Catalunya
2. Universitat de Barcelona
3. Universitat Pompeu Fabra
Abstract
Abstract
This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in
order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by
measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal
PMs. Oral data were collected via a monologue and an interaction task. The study is cross-sectional with 39 full-EMI and 33
semi-EMI participants in 2nd and 3rd year of study plus 10 native speakers. PM use was chosen for analysis due to the important
role they play in communicative competence. Results show a significant increase in the overall frequency and variety of types of
PMs used from year 2 to year 3. The full-EMI group used PMs at a significantly higher frequency and wider variety when compared to
the semi-EMI group, neither group reached baseline levels for use of interpersonal PMs, and both groups displayed a higher use of
textual PMs compared to the NSs.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Philosophy,Language and Linguistics
Cited by
8 articles.
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