Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners
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 andemotional factors (the ought to, and the ideal L2 self-motivational orientations,attitudes towards English, and foreign language anxiety and enjoymen...
| Authors: | ; ; |
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2020 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10230/47914 |
| Online Access: | http://hdl.handle.net/10230/47914 http://dx.doi.org/10.1515/cercles-2020-2030 |
| Access Level: | Open access |
| Keyword: | Second language motivations Individual differences English-medium instruction Pragmatic markers |
| Summary: | 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 andemotional 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) andpragmatic marker (PM) use. No previous studies have investigated these phe-nomena among semi and full EMI learners, despite the recognized need for moreresearch into the effects of IDs and pragmatic learning in EMI settings. Participantswere second and third-year EMI students. A monologue and an interaction taskwere 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 moti-vational orientation. However, there were significant differences between learner’smotivations depending on the year of study, where third year learners were moreought to self-motivated than second-year learners. Other findings revealed thatboth strong ought to L2 self-oriented learners as well as learners who enjoyed EMIdemonstrated an increased frequency of PM use and that learners with positiveattitudes towards English reported stronger ideal L2 selves. |
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