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dc.contributor.authorBeltrán-Planques, Vicent
dc.contributor.authorQuerol Julián, Mercedes (1)
dc.date2018
dc.date.accessioned2018-07-26T16:05:42Z
dc.date.available2018-07-26T16:05:42Z
dc.identifier.issn0346-251X
dc.identifier.urihttps://reunir.unir.net/handle/123456789/6714
dc.description.abstractBroadly speaking, pragmatic competence can be defined as the ability to communicate appropriately in a social context. Learning how to use pragmatic features adequately in a particular setting is paramount for language users in order to achieve communicative purposes effectively. However, since communication involves the interplay of various semiotic modes such as spoken language, gestures, facial expression, head movement or gaze, researchers examining face-to-face interaction should go a step further to explore pragmatic competence from a multimodal perspective, which leads them to focus on multimodal pragmatics. The aim of this paper is to show how a multimodal approach can shed some light in the study of interlanguage pragmatics. We conducted a microanalysis of the performance of learners of English as an additional language at two different proficiency levels, who produced complaint sequences. Results suggest that spoken language is just one of the resources that learners use during the interaction, which is not always prevalent in all the moves in which the complaint is structured, the different roles, and the proficiency levels under examination. This confirms that the centrality of the linguistic mode in the analysis of this speech act will lead to a biased understanding of the interlanguage pragmatic competence.es_ES
dc.language.isoenges_ES
dc.publisherSystemes_ES
dc.relation.urihttps://www.sciencedirect.com/science/article/pii/S0346251X17306772es_ES
dc.rightsrestrictedAccesses_ES
dc.subjectpragmatic competencees_ES
dc.subjectmultimodal pragmaticses_ES
dc.subjectinteractiones_ES
dc.subjectcomplaint sequenceses_ES
dc.subjecthigher educationes_ES
dc.subjectenglish learnerses_ES
dc.subjectinterlanguagees_ES
dc.subjectScopuses_ES
dc.subjectJCRes_ES
dc.titleEnglish language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competencees_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1016/j.system.2018.01.008


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