scholarly journals The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English

1992 ◽  
Vol 24 (1) ◽  
pp. 83-108 ◽  
Author(s):  
Karen E. Johnson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Instructional Practices ◽  
Literacy Instruction ◽  
Native Speakers ◽  
Theoretical Orientation ◽  
Lesson Plan ◽  
Methodological Approach ◽  
Esl Teachers ◽  
Native Speakers Of English

A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to which 30 English-as-a-second-language (ESL) teachers possess theoretical beliefs about second-language learning and teaching which reflect the methodological divisions of skill-based, rule-based, and function-based approaches toward second-language teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs which consistently reflect one particular methodological approach. To determine the extent to which ESL teachers' instructional practices are consistent with their theoretical beliefs, three secondary-level ESL teachers identified as having different theoretical orientations were observed during literacy instruction. Careful analysis of transcribed classroom observations revealed that literacy instruction for non-native speakers of English was consistent with each teacher's theoretical orientation. Overall, these results support previous research which recognizes the importance of teachers' theoretical beliefs on instructional practices within literacy contexts. Pedagogical implications for the field of second-language teacher education are discussed.

scholarly journals The Effect of the Academic Attainment of ESL Teachers on Evaluation of ESL Learners’ Errors: Educational Degree-Based Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Wael Abdeen
Keyword(s):  
Second Language ◽  
Educational Attainment ◽  
Word Order ◽  
Native Speakers ◽  
Academic Attainment ◽  
Esl Teachers ◽  
Native Speakers Of English ◽  
Educational Degree ◽  
Esl Learners

This paper analyzes reactions and evaluations of 70 participants, native and non-native speakers of English to 32 errors written by learners of English as a second language, ESL. It investigates the effect of the academic attainment of ESL teachers on the evaluation of ESL error seriousness. The educational attainment of teachers, both native and non-native, include the B.A., M.A., and Ph.D. degrees. Participants in the study include 34 non-native Palestinian ESL teachers, 26 English native speaking ESL teachers, and 10 English native speakers who are not teachers. Errors in this study are taken from compositions written by Arab-Palestinian students. Eight error categories including prepositions, concord, word order, plural, pronouns, spelling, vocabulary, and verb form are used. Four correct sentences are also included. All participants for the study had to underline errors and evaluate them by indicating the points from 0-5 they would deduct for each error; 5 indicates very serious errors; 0 is for error-free sentences; “1” is for errors which can easily be excused; “2”, “3”, and “4” are means to show intermediate degrees of seriousness. Results of the study show that the three academic groups differ in their evaluation of errors. Whereas the Ph.D. groups are the most lenient, the M.A. groups are the least tolerant. The non-teachers are the most tolerant of all groups.

scholarly journals Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

2014 ◽  
Vol 30 (7) ◽  
pp. 82 ◽  
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cultural Awareness ◽  
Second Language Learning ◽  
Native Speakers ◽  
Pragmatic Competence ◽  
Federally Funded ◽  
Esl Teachers ◽  
Language Classroom ◽  
Esl Learners

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teach- ing in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to help ESL teachers address it in the classroom. Informed by the theoretical construct of communicative competence and its application to second language learning, the article offers an exemplar of the whats and hows of teaching pragmatics in the ESL classroom. The article stresses the importance of making explicit to the learners the sociolinguistic and sociocultural variables that underlie native speakers’ linguistic choices. It is hoped that ESL learners will thus develop a better understanding of the reasons that make native speakers choose one linguistic expression rather than others when performing a certain linguistic act. The speech act of complimenting is used here as an exemplar.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals The Pragmatic Functions of Repetition in TV Discourse

2012 ◽  
Vol 10 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Ghaleb Rabab'ah ◽  
Ali Farhan AbuSeileek
Keyword(s):  
Native Speakers ◽  
Natural Phenomenon ◽  
Esl Teachers ◽  
Language Functions ◽  
Pragmatic Analysis ◽  
Native Speakers Of English ◽  
Salient Features ◽  
Esl Learners ◽  
Tv Show ◽  
Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

A Video Game, a Chinese Otaku, and Her Deep Learning of a Language

2009 ◽  
pp. 422-450
Author(s):  
Kim Feldmesser
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Situated Learning ◽  
Video Game ◽  
Migrant Workers ◽  
Serious Games ◽  
Native Speakers ◽  
Global Village ◽  
The Difference

It is a buyers market for employers in todays global village, where having another language under your belt could make the difference at an interview between employment or the dole queue (unemployment line). Learning additional languages rapidly has been the goal of immersion schools, and their approaches are effective in many respects because they make use of situated learning experiences in communities of practice. Such experiences present their own challenges however, as living in the country of the chosen language for a considerable period of time may not be possible. Migrant workers too may be shunned by native speakers, particularly if they have little or no knowledge of the native language, reducing learning opportunities to engage in discourse. Video games may be one way to address these challenges. In order to do this, however, more must be understood about the ways in which games support these theories, the way individuals learning a second language interact with them, and what researchers and developers of serious games must know to support this use of games. This chapter will outline the relevant theories for second language learning, describe how they operate in games, and present guidelines for research and development of serious games and second language acquisition.

Requests in English by second-language users

1998 ◽  
Vol 119-120 ◽  
pp. 123-153 ◽  
Author(s):  
L.A. Kasanga
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Additional Data ◽  
Native Speakers ◽  
First Language ◽  
Limited Range ◽  
Point Of View ◽  
Interlanguage Pragmatics ◽  
Native Speakers Of English ◽  
Pragmatic Knowledge

Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students' spontaneous speech. For comparative purposes, I elicited additional data by means of a discourse-completion task (DCT). One finding is that the students' knowledge of contextual use of requesting strategies in English is inadequate because their requests are of (very) limited range and inappropriate in context. The in-appropriacy of the requests was confirmed by native speakers' judgments. One explanation of the inadequacy of the students' pragmatic knowledge is the lack of exposure to the whole gamut of requesting devices. Another may have a strategic dimension. Also important is the explanation of transfer from the first language/s (Ll/s) : learners may be simply carrying over into English structures translated from their L1. From a pedagogical point of view, it is suggested that discourse and pragmatic knowledge be systematically taught to avoid miscommunication and negative reactions from native and competent non-native speakers of English. The suggestion of teaching pragmatic knowledge seems to be supported by the finding about one subject who, after exposure to a variety of requesting expressions, seemed to modify the pattern of her requests.

First and Second Language Patterns of Brain Activation in Korean Layrngeal Contrasts

2008 ◽  
Vol 14 ◽  
pp. 1-19 ◽  
Author(s):  
Haeil Park ◽  
Gregory Iverson
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Occipital Lobe ◽  
Brain Regions ◽  
Second Language Speakers ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
Specific Activities ◽  
The Right ◽  
The Brain

Abstract. This study aims to localize the brain regions involved in the apprehension of Korean laryngeal contrasts and to investigate whether the Internal Model advanced by Callan et al. (2004) extends to first versus second language perception of these unique three-way laryngeal distinctions. The results show that there is a significant difference in activation between native and second-language speakers, consistent with the findings of Callan et al. Specific activities unique to younger native speakers of Korean relative to native speakers of English were seen in the cuneus (occipital lobe) and the right middle frontal gyrus (Brodmann Area [BA] 10), areas of the brain associated with pitch perception. The current findings uphold Silva's (2006) conclusion that the laryngeal contrasts of Korean are increasingly distinguished less by VOT differences than by their effect on pitch in the following vowel. A subsequent experiment was conducted to establish whether more traditional, older native speakers of Korean who still make clear VOT distinctions also activate both the cuneus and BA 10 in the same task. Preliminary results indicate that they do not, whereas speakers with overlapping VOT distinctions do show intersecting activations in these areas, thus corroborating Silva's claim of emergent pitch sensitivity in the Korean laryngeal system.

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