Multilingual Pragmatic Awareness in Collaborative Writing

Autor/inn/en	Martinez-Buffa, Ignacio; Safont, Pilar
Titel	Multilingual Pragmatic Awareness in Collaborative Writing
Quelle	In: Language Awareness, 32 (2023) 3, S.421-442 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martinez-Buffa, Ignacio) ORCID (Safont, Pilar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2094389
Schlagwörter	Multilingualism; Pragmatics; Metalinguistics; Language Processing; Oral Language; Collaborative Writing; Romance Languages; Spanish; English (Second Language); Second Language Learning; Computational Linguistics; Electronic Mail; Holistic Approach; Undergraduate Students; Writing (Composition); Engineering Education; Mathematics Education; Speech Acts; English for Academic Purposes; Discourse Analysis; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Pragmalinguistik; Metalanguage; Metasprache; Sprachverarbeitung; Oral interpretation; Mündlicher Sprachgebrauch; Romanische Sprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistics; Computerlinguistik; Elektronischer Briefkasten; Holistischer Ansatz; Schreibübung; Ingenieurausbildung; Mathematische Bildung; Sprechakt; Diskursanalyse; Ausland; Spanien
Abstract	Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students' oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners' performance, pragmatic-related episodes were identified by considering Brown and Levinson's politeness features (1987) and Leech's (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01