Barón Parés, JúliaKhazdouzian, Yashar2019-02-202019-02-202018-07https://hdl.handle.net/2445/128530Màster de Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Curs: 2017-2018, Tutora: Júlia BarónThe aim of this study is two-fold: first, it explores the effects of captions in audiovisual support in pragmatic development; and second, it investigates the role of proficiency when learning pragmatics with captioned/non-captioned audiovisual material. This study was triggered by the increasing interest in ILP in bringing together both theoretical and practical frameworks in the study of pragmatics. Twenty-nine EFL learners were assigned to two groups (captioned/non-captioned). The participants were exposed to one season of a TV show; however, neither of the groups received instruction on pragmatics. In order to test pragmatic development (requests and suggestions), a WDCT was used before and after watching the show. Although the results showed a significant change in some of the request and suggestion strategies, captions did not seem to have a significant effect on the participants’ responses. Regarding proficiency, no conclusive results could be drawn from the data of the present study.52 p.application/pdfengcc-by-nc-nd (c) Khazdouzian, 2018http://creativecommons.org/licenses/by-nc-nd/3.0/es/SubtitulacióPragmàtica (Lingüística)Ensenyament de llengüesTreballs de fi de màsterSubtitlingPragmaticsLanguage teachingMaster's thesesinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccess