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| dc.creator | Sánchez-Hernández, Ariadna | |
| dc.creator | Barón Parés, Júlia | |
| dc.creator | Llanes, Àngels | |
| dc.date | 2024-03-22 | |
| dc.date.accessioned | 2025-11-03T12:17:17Z | |
| dc.date.available | 2025-11-03T12:17:17Z | |
| dc.identifier | https://doi.org/10.3390/languages9040115 | |
| dc.identifier | 2226-471X | |
| dc.identifier | https://hdl.handle.net/10459.1/465710 | |
| dc.identifier.uri | http://fima-docencia.ub.edu:8080/xmlui/handle/123456789/24356 | |
| dc.description | The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA. | |
| dc.description | We would like to acknowledge that this study is part of the research project PID2022-141814NB-I00 funded by the Spanish Ministry of Science and Innovation. | |
| dc.language | eng | |
| dc.publisher | MDPI | |
| dc.relation | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-141814NB-I00/ES/THE DEVELOPMENT OF GLOCAL COMPETENCE THROUGH STUDY ABROAD IN NON-ENGLISH-SPEAKING CONTEXTS: APPLYING THE EXPERIENCE SAMPLING METHOD BY MEANS OF A SMARTPHONE APPLICATION/ | |
| dc.relation | Reproducció del document publicat a https://doi.org/10.3390/languages9040115 | |
| dc.relation | Languages, 2024, vol. 9, núm. 4, article 115, p. 1-15 | |
| dc.rights | cc-by (c) The authors, 2024 | |
| dc.rights | Attribution 4.0 International | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Stay abroad | |
| dc.subject | At home | |
| dc.subject | Interlanguage pragmatics | |
| dc.subject | L2 pragmatics | |
| dc.subject | Pragmatic markers | |
| dc.subject | Second language acquisition | |
| dc.title | The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter? | |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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