oa The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers

References

1. Aijmer, Karin
   2013 “Analyzing Modal Adverbs as Modal Particles and Discourse Markers.” InDiscourse Markers and Modal Particles: Categorization and Description, edited by Kirsten Fischer , 89–106. Amsterdam: John Benjamins Publishing Company. 10.1075/pbns.234.04aij
   https://doi.org/10.1075/pbns.234.04aij [Google Scholar]
2. Alcón, Eva , and Maria Pilar Safont Jordà
   2008 “Pragmatic Awareness in Second Language Acquisition.” InEncyclopedia of Language Education, edited by Jason Cenoz and N. H. Hornberger , Vol6, 193–204. Springer Science and Business Media LLC. Netherlands. 10.1007/978‑0‑387‑30424‑3_149
   https://doi.org/10.1007/978-0-387-30424-3_149 [Google Scholar]
3. Ament, Jennifer R. , and Júlia Barón Parés
   2018 “The Acquisition of Discourse Markers in the English-Medium Instruction Context.” InLearning Context Effects: Study Abroad, Formal Instruction, and International Immersion Classrooms, edited by Carmen Pérez-Vidal , Sonia López-Serrano , Jennifer R. Ament , and Dakota Thomas-Wilhelm , 44–74. Berlin: Language Science Press.
   [Google Scholar]
4. Ament, Jennifer R. , and Carmen Pérez-Vidal
   2015 “Linguistic Outcomes of English Medium Instruction Programmes in Higher Education: A Study on Economics Undergraduates at a Catalan University.” Higher Learning Research Communications5 (51): 47–67. 10.18870/hlrc.v5i1.239
   https://doi.org/10.18870/hlrc.v5i1.239 [Google Scholar]
5. Andersen, Gisle
   2001 Pragmatic Markers and Sociolinguistic Variation. Philadelphia, NL: John Benjamins Publishing Company. 10.1075/pbns.84
   https://doi.org/10.1075/pbns.84 [Google Scholar]
6. Bachman, Lyle F.
   1990 Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
   [Google Scholar]
7. Bardovi-Harlig, Kathleen , and Robert Griffin
   2005 “L2 Pragmatic Awareness: Evidence from the ESL Classroom.” System33: 401–15. 10.1016/j.system.2005.06.004
   https://doi.org/10.1016/j.system.2005.06.004 [Google Scholar]
8. Barón, Júlia , and Mariía Luz Celaya
   2010 “Developing Pragmatic Fluency in an EFL Context.” InEuroSLA Yearbook, 38–61. Amsterdam: John Benjamins Publishing Company. 10.1075/10.1075/eurosla.10.05bar
   https://doi.org/10.1075/10.1075/eurosla.10.05bar [Google Scholar]
9. Bolton, Kingsley , and Maria Kuteeva
   2012 “English as an Academic Language at a Swedish University: Parallel Language Use and the ‘threat’ of English.” Journal of Multilingual and Multicultural Development33 (5): 429–47. 10.1080/01434632.2012.670241
   https://doi.org/10.1080/01434632.2012.670241 [Google Scholar]
10. Brinton, Laurel J.
    1996 Pragmatic Markers in English. Berlin: Mouton de Gruyter. 10.1515/9783110907582
    https://doi.org/10.1515/9783110907582 [Google Scholar]
11. Bu, Jiemin
    2013 “A Study of the Acquisition of Discourse Markers by Chinese Learners of English.” International Journal of English Studies JN – International Journal of English Studies13 (1): 29–50. revistas.um.es/ijes. 10.6018/ijes/2013/1/152681
    https://doi.org/10.6018/ijes/2013/1/152681 [Google Scholar]
12. Buysse, Lieven
    2012 “So as a Multifunctional Discourse Marker in Native and Learner Speech.” Journal of Pragmatics44 (13): 1764–82. 10.1016/j.pragma.2012.08.012
    https://doi.org/10.1016/j.pragma.2012.08.012 [Google Scholar]
13. Chodorowska, Marianna
    1997 “On the Polite Function of ¿me Entiendes? In Spanish.” Journal of Pragmatics28 (3): 355–71. 10.1016/S0378‑2166(97)00004‑0
    https://doi.org/10.1016/S0378-2166(97)00004-0 [Google Scholar]
14. Clark, Herbert H. , and Jean E. Fox Tree
    2002 “Using Uh and Um in Spontaneous Speaking.” Cognition84 (1): 73–111. 10.1016/S0010‑0277(02)00017‑3
    https://doi.org/10.1016/S0010-0277(02)00017-3 [Google Scholar]
15. Costa, Francesca , and James A. Coleman
    2013 “A Survey of English-Medium Instruction in Italian Higher Education.” International Journal of Bilingual Education and Bilingualism16 (1): 3–19. 10.1080/13670050.2012.676621
    https://doi.org/10.1080/13670050.2012.676621 [Google Scholar]
16. Crystal, David
    2003 English as a Global Language. Cambridge: Cambridge University Press. 10.1017/CBO9780511486999
    https://doi.org/10.1017/CBO9780511486999 [Google Scholar]
17. Cuenca, Maria Josep
    2008 “Pragmatic Markers in Contrast: The Case of Well.” Journal of Pragmatics40 (8): 1373–91. 10.1016/j.pragma.2008.02.013
    https://doi.org/10.1016/j.pragma.2008.02.013 [Google Scholar]
18. DeKyser, Robert
    2007 Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge: Cambridge University Press. 10.1017/CBO9780511667275
    https://doi.org/10.1017/CBO9780511667275 [Google Scholar]
19. Doiz, Aintzane , David Lasagabaster , and Juan Manuel Sierra
    2014 “Language Friction and Multilingual Policies in Higher Education: The Stakeholders’ View.” Journal of Multilingual and Multicultural Development35 (4). Taylor & Francis: 345–60. 10.1080/01434632.2013.874433
    https://doi.org/10.1080/01434632.2013.874433 [Google Scholar]
20. Fernández, Julieta , Anna Gates Tapia , and Xiaofei Lu
    2014 “Oral Proficiency and Pragmatic Marker Use in L2 Spoken Spanish: The Case of Pues and Bueno.” Journal of Pragmatics74: 150–64. 10.1016/j.pragma.2014.09.005
    https://doi.org/10.1016/j.pragma.2014.09.005 [Google Scholar]
21. Firth, Alan
    1996 “The Discursive Accomplishment of Normality: On ‘Lingua Franca’ English and Conversation Analysis.” Journal of Pragmatics26 (2): 237–59. 10.1016/0378‑2166(96)00014‑8
    https://doi.org/10.1016/0378-2166(96)00014-8 [Google Scholar]
22. Fischer, Kerstin
    2014 “Discourse Markers.” InHandbook of Pragmatics, edited by Wolfram Bublitz , Andreas. H. Jucker , and Klaus. P. Schneider , Volume3, 3:271–94. Berlin: De Gruyter Mouton. 10.1002/9781405198431.wbeal0330
    https://doi.org/10.1002/9781405198431.wbeal0330 [Google Scholar]
23. Flowerdew, John , and Steve Tauroza
    1995 “The Effect of Discourse Markers on Second Language Comprehension.” Studies in Second Language Acquisition17: 435–58. 10.1017/S0272263100014406
    https://doi.org/10.1017/S0272263100014406 [Google Scholar]
24. Fraser, Bruce
    1999 “What Are Discourse Markers?” Journal of Pragmatics31 (7): 931–52. 10.1016/S0378‑2166(98)00101‑5
    https://doi.org/10.1016/S0378-2166(98)00101-5 [Google Scholar]
25. Fung, Loretta , and Ronald Carter
    2007 “Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings.” Applied Linguistics28 (3): 410–39. 10.1093/applin/amm030
    https://doi.org/10.1093/applin/amm030 [Google Scholar]
26. García Mayo, María del Pilar , and Amparo Lázaro Ibarrola
    2015 “Do Children Negotiate for Meaning in Task-Based Interaction? Evidence from CLIL and EFL Settings.” System54: 40–54. 10.1016/j.system.2014.12.001
    https://doi.org/10.1016/j.system.2014.12.001 [Google Scholar]
27. González, Monserrat
    2005 “Pragmatic Markers and Discourse Coherence Relations in English and Catalan Oral Narrative.” Discourse Studies7 (1): 53–86. 10.1177/1461445605048767
    https://doi.org/10.1177/1461445605048767 [Google Scholar]
28. Gundermann, Susanne
    2014 English-Medium Instruction: Modelling the Role of the Native Speaker in a Lingua Franca Context. PhD dissertation, University of Freiburg, Germany.
    [Google Scholar]
29. Halliday, Michael Alexander Kirkwood , and Ruqaiya Hasan
    1976 Cohesion in English. 2013th ed.London and New York: Routledge.
    [Google Scholar]
30. Harley, Brigit , Patrick Allen , Jim Cummins , and Merrill Swain
    1990 The Development of Second Language Proficiency. Cambridge: Cambridge University Press. 10.1017/CBO9781139524568
    https://doi.org/10.1017/CBO9781139524568 [Google Scholar]
31. Hellekjær, Glenn Ole , and Anne Inger Hellekjær
    2015 “Is Anglophone Complacency a Virtue of Necessity? The Gap Between the Need for and Supply of Occupational Second Foreign Language Skills in Norwegian Business and Government.” Scandinavian Journal of Educational Research59 (2): 143–61. 10.1080/00313831.2014.904412
    https://doi.org/10.1080/00313831.2014.904412 [Google Scholar]
32. Hellermann, John , and Andrea Vergun
    2007 “Language Which Is Not Taught: The Discourse Marker Use of Beginning Adult Learners of English.” Journal of Pragmatics39 (1): 157–79. 10.1016/j.pragma.2006.04.008
    https://doi.org/10.1016/j.pragma.2006.04.008 [Google Scholar]
33. House, Juliane
    1993 “Toward a Model for the Analysis of Inappropriate Responses.” InInterlanguage Pragmatics, edited by Gabriele Kasper , and Shohsana Blum-Kulka , 161–82. Oxford: Oxford University Press.
    [Google Scholar]
34. House, Juliane
    2003 “Teaching and Learning Pragmatic Fluency in a Foreign Language: The Case English as a Lingua Franca.” InPragmatic Competence and Foreign Language Teaching, edited by Alicia Martínez-Flor , Ester Usó Juan , and Ana Fernández Guerra , 133–60. Castelló: Universidad Jaume I.
    [Google Scholar]
35. Hyland, Ken
    2005 Metadiscourse. Exploring Interaction in Writing. Oxford: Continuum.
    [Google Scholar]
36. Jung, Euen Hyuk Sarah
    2003 “The Role of Discourse Signaling Cues in Second Language Listening Comprehension.” The Modern Language Journal87 (4): 562–77. 10.1111/1540‑4781.00208
    https://doi.org/10.1111/1540-4781.00208 [Google Scholar]
37. Kasper, Gabriele , and Kenneth R. Rose
    2002 Pragmatic Development in a Second Language. (Language Learning, Vol.52). Oxford: Blackwell Publishing Ltd.search.proquest.com/docview/85583993?accountid=14548%5Cnmetadata.lib.hku.hk/hku?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:llba&atitle=Pragmatic+Development+in+a+Second+Language&title=Language+Le.
    [Google Scholar]
38. Knapp, Anne
    2011 “Using English as a Lingua Franca for (Mis-) Managing Conflict in an International University Context: An Example from a Course in Engineering.” Journal of Pragmatics43 (4): 978–90. 10.1016/j.pragma.2010.08.008
    https://doi.org/10.1016/j.pragma.2010.08.008 [Google Scholar]
39. Lei, Jun , and Guangwei Hu
    2014 “Is English-Medium Instruction Effective in Improving Chinese Undergraduate Students’ English Competence?” IRAL – International Review of Applied Linguistics in Language Teaching52 (2): 99–126. 10.1515/iral‑2014‑0005
    https://doi.org/10.1515/iral-2014-0005 [Google Scholar]
40. Lin, Yen Liang
    2016 “Discourse Marking in Spoken Intercultural Communication between British and Taiwanese Adolescent Learners.” Pragmatics26 (2): 221–45. 10.1075/prag.26.2.03lin
    https://doi.org/10.1075/prag.26.2.03lin [Google Scholar]
41. Liu, Binmei
    2016 “Effect of L2 Exposure: From a Perspective of Discourse Markers.” Applied Linguistics Review. 10.1515/applirev‑2016‑0004
    https://doi.org/10.1515/applirev-2016-0004 [Google Scholar]
42. LoCastro, Virginia
    2001 “Individual Differences in Second Language Acquisition: Attitudes, Learner Subjectivity, and L2 Pragmatic Norms.” System29 (1): 69–89. 10.1016/S0346‑251X(00)00046‑4
    https://doi.org/10.1016/S0346-251X(00)00046-4 [Google Scholar]
43. Lyster, Roy
    2017 “Content-Based Language Teaching.” InThe Routledge Handbook of Instructed Second Language Acquisition, edited by Shawn Loewen and Masatoshi Sato , 87–107. New York: Routledge. 10.4324/9781315676968‑6
    https://doi.org/10.4324/9781315676968-6 [Google Scholar]
44. Margić, Branka , and Tea Žeželić
    2015 “The Implementation of English-Medium Instruction in Croatian Higher Education: Attitudes, Expectations and Concerns.” InEnglish as a Scientific and Research Language, edited by R. Plo Alanstrué , and C. Pérez-Llantada , 311–32. Berlin: De Gruyter Mouton. 10.1515/9781614516378‑016
    https://doi.org/10.1515/9781614516378-016 [Google Scholar]
45. Maschler, Yael
    1994 “Metalanguaging and Discourse Markers in Bilingual Conversation.” Language in Society23 (3): 325–66. 10.1017/S0047404500018017
    https://doi.org/10.1017/S0047404500018017 [Google Scholar]
46. Matsumura, Shoichi
    2003 “Modelling the Relationships among Interlanguage Pragmatic Development, L2 Proficiency, and Exposure to L2.” Applied Linguistics24 (4): 465–491+558. 10.1093/applin/24.4.465
    https://doi.org/10.1093/applin/24.4.465 [Google Scholar]
47. Müller, Simone
    2005 Discourse Markers in Native and Non-Native English Discourse. Amsterdam: John Benjamins Publishing Company. 10.1075/pbns.138
    https://doi.org/10.1075/pbns.138 [Google Scholar]
48. Neary-Sundquist, Colleen
    2013 “Task Type Effects on Pragmatic Marker Use by Learners at Varying Proficiency Levels.” L2 Journal5 (2): 1–21. escholarship.org/uc/item/9bm489h8.
    [Google Scholar]
49. Neary-Sundquist, Colleen
    2014 “The Use of Pragmatic Markers across Proficiency Levels in Second Language Speech.” Studies in Second Language Learning & Teaching4 (4): 637–63. 10.14746/ssllt.2014.4.4.4
    https://doi.org/10.14746/ssllt.2014.4.4.4 [Google Scholar]
50. Pecorari, D. , P. Shaw , A. Irvine , and H. Malmström
    2011 “English for Academic Purposes at Swedish Universities: Teachers’ Objectives and Practices.” Inglés Con Fines Académicos En Las Universidades Suecas: Objetivos y Prácticas de Los Profesores22 (2011): 55–78. www.scopus.com/inward/record.url?eid=2-s2.0-80054012099&partnerID=40&md5=e8e230bd9d0d08dfd26591f272965841.
    [Google Scholar]
51. Pérez-Vidal, Carmen
    ed. 2014 Language Acquisition in Study Abroad and Formal Instruction Contexts. (= Applied Linguistics Series, 13). Amsterdam: John Benjamins Publishing Company. 10.1075/10.1075/aals.13
    https://doi.org/10.1075/10.1075/aals.13 [Google Scholar]
52. Pons Bordería, Salvador
    2006 “A Functional Approach to the Study of Discourse Markers.” InApproaches to Discourse Particles, edited by Kerstin Fischer , 77–99. Amsterdam: John Benjamin.
    [Google Scholar]
53. Pons Bordería, Salvador , and Maria Estellés Arguedas
    2009 “Expressing Digression Linguistically: Do Digressive Markers Exist?” Journal of Pragmatics41: 921–36. 10.1016/j.pragma.2008.08.011
    https://doi.org/10.1016/j.pragma.2008.08.011 [Google Scholar]
54. Redeker, Gisela
    1990 “Ideational and Pragmatic Markers of Discourse Structure.” Journal of Pragmatics14 (3): 367–81. 10.1016/0378‑2166(90)90095‑U
    https://doi.org/10.1016/0378-2166(90)90095-U [Google Scholar]
55. Riggenbach, Heidi
    1999 Discourse Analysis in the Language Classroom: The Spoken Language. Michigan: University of Michigan Press. 10.3998/mpub.8353
    https://doi.org/10.3998/mpub.8353 [Google Scholar]
56. Ritcher, Karen
    2017 “Researching Tertiary EMI and Pronunciation. A Case from Vienna.” InIntergrating Content and Language in Higher Education; Perspectives on Professional Practice, edited by Jennifer Valcke , and Robert Wilkinson , 117–34. Frankfurt: Peter Lang.
    [Google Scholar]
57. Romero-Trillo, Jesús
    2002 “The Pragmatic Fossilization of Discourse Markers in Non-Native Speakers of English.” Journal of Pragmatics34 (6): 769–84. 10.1016/S0378‑2166(02)00022‑X
    https://doi.org/10.1016/S0378-2166(02)00022-X [Google Scholar]
58. Rouchota, Villy
    1996 “Discourse Conectives: What Do They Link?” UCL Working Papers in Linguistics8 (199–214).
    [Google Scholar]
59. Schourup, Lawrence
    2011 “The Discourse Marker Now: A Relevance-Theoretic Approach.” Journal of Pragmatics43 (8). Elsevier B.V.: 2110–29. 10.1016/j.pragma.2011.01.005
    https://doi.org/10.1016/j.pragma.2011.01.005 [Google Scholar]
60. Sert, Nehir
    2008 “The Language of Instruction Dilemma in the Turkish Context.” System36 (2): 156–71. 10.1016/j.system.2007.11.006
    https://doi.org/10.1016/j.system.2007.11.006 [Google Scholar]
61. Shiffrin, Deborah
    1987 Discourse Markers. Cambridge: Cambridge University Press. 10.1017/CBO9780511611841
    https://doi.org/10.1017/CBO9780511611841 [Google Scholar]
62. Shively, Rachel L.
    2015 “Developing Interactional Competence during Study Abroad: Listener Responses in L2 Spanish.” System48: 86–98. 10.1016/j.system.2014.09.007
    https://doi.org/10.1016/j.system.2014.09.007 [Google Scholar]
63. Taguchi, Naoko
    2011 “Do Proficiency and Study-Abroad Experience Affect Speech Act Production? Analysis of Appropriateness, Accuracy, and Fluency.” IRAL – International Review of Applied Linguistics in Language Teaching49 (4): 265–93. 10.1515/iral.2011.015
    https://doi.org/10.1515/iral.2011.015 [Google Scholar]
64. Tazl, Dieter
    2011 “English Medium Masters Programs at an Austrian University of Applied Sciences: Attitudes, Experiences and Challenges.” Journal of English for Academic Purposes10 (4): 252–70. 10.1016/j.jeap.2011.08.003
    https://doi.org/10.1016/j.jeap.2011.08.003 [Google Scholar]
65. Trenchs-Parera, Mireia
    2009 “Effects of Formal Instruction and a Stay Abroad on the Acquisition of Native-Like Oral Fluency.” Canadian Modern Language Review65 (3): 365–93. 10.3138/cmlr.65.3.365
    https://doi.org/10.3138/cmlr.65.3.365 [Google Scholar]
66. Wachter, Bernd , and Friedhelm Maiworm
    2014 English-Taught Programmes in European Higher Education: The State of Play in 2014. Bonn: Lemmens Medien GmbH.
    [Google Scholar]
67. Wilkinson, Robert
    2004 Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education. Maastricht: Universitaire Pers.
    [Google Scholar]
68. Yates, Lynda
    2011 “Interaction, Language Learning and Social Inclusion in Early Settlement.” International Journal of Bilingual Education and Bilingualism14 (4): 457–71. 10.1080/13670050.2011.573068
    https://doi.org/10.1080/13670050.2011.573068 [Google Scholar]