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Artículos, Encontrados 1 registros Libros y colecciones, Encontrados 3 registros

Artículos	Encontrados 1 registros

32 p, 331.2 KB

A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners / Ament, Jennifer Rose (Universitat Autònoma de Barcelona) ; Barón Parés, Júlia (Universitat Internacional de Catalunya) ; Pérez-Vidal, Carmen (Universitat Pompeu Fabra)
This study aims at describing and comparing the distribution of pragmatic marker (PM) use by English as a Foreign Language (EFL) speakers and English native speakers (NSs). To do this, the effect of increased contact with English, via English-medium instruction (EMI), on the use of textual PMs in learner's oral communication was explored. [...]
2020
Journal of pragmatics, Vol. 156 (2020) , p. 41-53

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Libros y colecciones	Encontrados 3 registros

32 p, 165.5 KB

The acquisition of discourse markers in the English-medium instruction context / Ament, Jennifer Rose ; Barón Parés, Júlia
Berlin : Language Science Press, 2018
Learning context effects : study abroad, formal instruction and international immersion classrooms, 2018, p. 43-74

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32 p, 187.5 KB

The acquisition of pragmatic markers in the English-medium instruction context / Ament, Jennifer Rose (Universitat Pompeu Fabra) ; Barón Parés, Júlia (Universitat Internacional de Catalunya)
This study focuses on the effects of the context of learning on language acquisition by comparing the production of discourse markers (DMs) in oral output of English-medium instruction (EMI) students (N = 7) with non-EMI students (N = 9). [...]
Language Science Press, 2018 - DOI (Digital Object Identifier)

10.5281/zenodo.1300612
Learning effects : study abroad, formal instruction and international immersion classrooms, (2018) , p. 44-74

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342 p, 1.3 MB

Learning context effects : study abroad, formal instruction and international immersion classrooms / Pérez-Vidal, Carmen, ed. (Universitat Pompeu Fabra) ; López-Serrano, Sonia, ed. ; Ament, Jennifer Rose, ed. ; Thomas-Wilhelm, Dakota (Universitat Autònoma de Barcelona) ; Sánchez-Hernández, Ariadna ; Pogorelova, Iryna ; Trenchs Parera, Mireia ; Geoghegan, Leah ; del Río, Carmen ; Juan-Garau, Maria ; Monje, Victoria ; Carlet Foresti, Angelica ; Avello, Pilar ; Tejada-Sánchez, Isabel ; Moratinos-Johnston, Sofía ; Juan-Garau, Maria ; Salazar-Noguera, Joana ; Ament, Jennifer Rose (Universitat Pompeu Fabra) ; Barón Parés, Júlia (Universitat Internacional de Catalunya) ; López-Serrano, Sonia (Universitat Pompeu Fabra) ; Thomas-Wilhelm, Dakota (Universitat Autònoma de Barcelona)
This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners' language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language-more often than not English, used as the Lingua Franca (ELF). [...]
Berlin : Language Science Press, 2018 - DOI (Digital Object Identifier)

10.5281/zenodo.1300630

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