Lecturer in English Language and Linguistics

I am a cognitive linguist applying Relevance Theory, a cognitive theory of utterance interpretation, to second language (L2) pragmatics pedagogy. My research explores the role of multimodality – more specifically, the role of multimodal pointing – in interlanguage and instructional pragmatics.

My doctoral research explored how increased alertness to the speaker’s non-verbal communicative behaviours can foster more sophisticated interpretive abilities in Chinese L2 listeners, and so enhance their pragmatic competence. My PhD thesis is available here

In my work, I urge ELT practitioners to address instances of communication where attention to paralinguistic stimuli is key to interpreting speaker meaning.

I am working with the Centre for Research in English Language Learning and Assessment (CRELLA) on how to assess attention to paralinguistic cues, i.e., the speaker’s ostensive behaviour, in relation to the development of interpretive and interactional competence in the L2 user.

Other References

• ResearchGate
• LinkedIn
• Twitter

Qualifications

• Degree in Langues Etrangères Appliquées (LEA), Université de Lorraine, Metz, France, 2009
• BA English, Coventry University, 2009
• MA English Language Teaching (ELT), Coventry University, 2010
• PhD Linguistics, University of Brighton, 2021
• Fellow of the Higher Education Academy, 2021

Teaching Experience

I hold a BA in English and an MA in English Language Teaching from Coventry University. I have extensive experience in teaching English for Specific Purposes in professional contexts. I taught in Norway and in France, before relocating to the UK.

I completed my PhD in Linguistics in 2021 at the University of Brighton under the supervision of Dr Tim Wharton, Dr Kate Scott (Kingston University), and Professor Elly Ifantidou (National and Kapodistrian University of Athens). Prior to joining the University of Bedfordshire’s School of Education and English (SEE) in 2021, I taught English Language and Linguistics at the University of Brighton, Middlesex University, and University College London, and English for Academic Purposes at the University of Surrey, Royal Holloway University of London, and Lancaster University.

Teaching Expertise

• I am a Course Coordinator for the Foundation Year (Education and English) and teach Study and Research Skills on the FY (Education and English) Course.
• I teach across a range of our undergraduate and postgraduate courses and units as well as supervising UG and PG dissertations:
• Core Linguistics
• Applied Linguistics: including, Corpus Linguistics & Language Learning, Forensic Linguistics, Clinical Linguistics, and Online Pragmatics.
• Cognitive Linguistics; Psycholinguistics
• Applied Linguistics and TEFL
• Research units: I teach the Dissertation in English Language and Linguistics and Dissertation in TEFL UG unit, as well as the Exploring Research: Concepts and Methods unit on the MA in Applied Linguistics (TEFL) to both our Bedford and Majan cohorts.

Supervision Interests

Areas of enquiry for PhD supervision include, but are not limited to:

• Pragmatics
• Interlanguage Pragmatics
• Pragmatics & prosody
• Multimodality (prosody and gesture in interaction)
• First and second language development, (social) cognition and psychology
• Relevance theory
• or a combination of these areas

Broader Teaching & Research Interests

Linguistic variation and change (particularly at the level of sounds), New Zealand English, uptalk, literary nonsense and the teaching of linguistics, pragmatics & stylistics.

External roles

Reviewer for the Journal of Pragmatics (2020-) and for the Journal of Corpus Pragmatics (2023-).

Memberships

• Centre for Research in English Language Learning and Assessment (CRELLA)
• Relevance Researchers’ Network
• Linguistics and Knowledge About Language in Education (LKALE) BAAL SIG
• International Association for Teaching Pragmatics (ITAP)

Publications

• Madella, P. and Wharton, T. (2023), 'Non verbal communication and context: multi-modality in interaction', in Romero-Trillo, J. (ed.), The Cambridge Handbook of Language and Context. Cambridge University Press, pp. 419-435.
• Madella, P. (2023) Relevance and multimodal prosody: implications for L2 teaching and learning. Front. Commun. 8:1181805. doi: 10.3389/fcomm.2023.1181805.
• Romero-Trillo, J; Ramírez-Verdugo, D; Jiménez-Vilches, R.; Mestre-Mestre, E.; Avila, Ledesma, N.; Y. Sadeghi and Madella, P. 2022. Teaching English Prosodic Pragmatics APP (TEPP). Available in Google Play and Apple Store.
• Madella, P. and Romero-Trillo, J. (2019) Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction. Letrônica, 12(4). dx.doi.org/10.15448/1984-4301.2019.4.34157

Conference Presentations/ Invited Talks/ Workshops

• Upcoming Workshop - 2024 - 'Academic Career Journey'. CRELLA PGR Workshop. Online.
• Upcoming Invited Talk - 2024 - TBC. University of Brighton. Online.
• Upcoming Workshop - 2024 - 'Applying Mixed-Methods Design and Triangulation in Practice'. CRELLA PGR Workshop. Online.
• 2023 - 'Mixed methods & triangulation in second language pragmatics research'. CRELLA PGR Workshop. Online.
• 2022 – Relevance in the L2 listener's mind: from exposure to prosodic pointing to pragmatic competence development. CRELLA. Online.
• 2021 - Relevance theory and L2 inferential comprehension: a multimodal approach to pragmatic development in L2 listeners. The Relevance Researchers’ Network. Available on YouTube
• 2021 – Beyond Language: a multimodal approach to pragmatic development in L2 listeners. Linguistics and Knowledge About Language in Education (LKALE) BAAL SIG event, Glasgow, UK (online).
• 2021 – Holistic and Inclusive Approaches to Teaching L2 English Pronunciation and Prosody Online [Teaching Englishes webinar, Middlesex University].
• 2020 – Multimodality and L2 inferential comprehension: a relevance-theoretic framework for teaching L2 hearers to trust paralinguistic input. 9th International symposium on intercultural, cognitive, and social pragmatics. Seville, Spain (online).
• 2020 – Making sense of Nonsense Literature: when Pragmatics and Literary Studies meet in the English classroom. UCM Predoctoral Conference on English Linguistics (UPCEL): English Linguistics and Diversity Awareness, Madrid, Spain.
• 2018 – A relevance-based approach to L2 listening instruction: developing pragmatic competence through awareness of prosody and gesture. BAAL Taking Risks in Applied Linguistics, York, UK.
• 2018 – Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction. Intercultural Pragmatics and Communication (INPRA), Nicosia, Cyprus.
• 2017 – Relevance Theory and the prosody-pragmatics interaction: a cognitive-pragmatic approach to L2 listening instruction. The Applied Linguistics Conference (ALANZ), Auckland, NZ.
• 2017 – The pragmatics of prosodic pointing: from enhanced cognitive abilities to social competence in L2 listeners. 2nd International UCM Predoctoral Conference on English Linguistics (UPCEL): Language in Society, Madrid, Spain.
• 2017 – Prosodic and gestural pointing: multi-modality in action. Beyond Meaning, Athens, Greece.

Contact Details

E: pauline.madella@beds.ac.uk

Bedford campus, P1.36