The aim of the present study is twofold: first, it compares full-English-medium instruction (EMI) and semi-EMI learners on a series of motivational and emotional factors (the ought to, and the ideal L2 self-motivational orientations, attitudes towards English, and foreign language anxiety and enjoyment). Second, it investigates the relationship between these individual differences (IDs) and pragmatic marker (PM) use. No previous studies have investigated these phenomena among semi and full EMI learners, despite the recognized need for more research into the effects of IDs and pragmatic learning in EMI settings. Participants were second and third-year EMI students. A monologue and an interaction task were used to obtain oral data, and questionnaires were used to gather data on IDs. Results showed that EMI and semi-EMI groups did not differ according to motivational orientation. However, there were significant differences between learner’s motivations depending on the year of study, where third year learners were more ought to self-motivated than second-year learners. Other findings revealed that both strong ought to L2 self-oriented learners as well as learners who enjoyed EMI demonstrated an increased frequency of PM use and that learners with positive attitudes towards English reported stronger ideal L2 selves.

中文翻译：

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探索动机，情绪和语用标记使用之间的关系

本研究的目的是双重的：首先，它在一系列动机和情感因素（应以及理想的L2自我激励取向，态度）上比较了全英语中等语言教学（EMI）和半EMI学习者。对英语以及外语的焦虑和享受）。其次，它研究了这些个体差异（ID）与实用标记（PM）使用之间的关系。尽管公认需要对ID设置和务实学习在EMI环境中的影响进行更多研究，但以前的研究还没有对半和完全EMI学习者中的这些现象进行过调查。参加者是EMI的二年级和三年级学生。独白和互动任务用于获取口头数据，问卷用于收集ID数据。结果表明，EMI和半EMI组没有根据动机取向而有所不同。但是，根据学习年份的不同，学习者的动机之间存在显着差异，三年级的学习者比二年级的学习者更应该具有自我激励的能力。其他发现表明，对二语自我导向学习者和有EMI兴趣的学习者都表现出较强的学习力，这表明PM使用频率增加，并且对英语持积极态度的学习者报告了更理想的二语自我。