Evaluating Textual Coherence: A Case Study of University Business Writing by Efl and Native English-Speaking Students in New Zealand

RELC Journal ◽  
2004 ◽  
Vol 35 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Sandra H. Rogers
Author(s):  
Chit Cheung Matthew Sung

Abstract This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories.


2016 ◽  
Vol 10 (1) ◽  
pp. 112 ◽  
Author(s):  
Qi Li

This article reports on a case study that investigated changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking environment. The participants consisted of 11 Chinese ESL learners, who were tertiary students and taking general or academic English courses in New Zealand. They took part in the present research shortly after their arrival in New Zealand. Data were collected over a period of three months using qualitative data collection instruments such as learner diaries and individual interviews. The results revealed some dynamic changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking country. According to the similarities and differences in their motivation, they were categorized into five learner types. In general, the learners belonging to the first three types were able to maintain or increase their overall motivation. The learners in the last two types were not able to maintain their overall motivation: Their motivation decreased over the three months.


2005 ◽  
Vol 115 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Trisha Dunleavy

Devised to introduce the themed section of this MIA issue and the ‘popular’ area of TV drama that is its focus, this paper examines the contemporary drama series form and outlines some key institutional and cultural conditions for its production in non-American countries.1 Interested in the commercial pressures being brought to bear on drama by intensifying prime-time competition and increasing audience fragmentation, the paper looks at how the series, in particular, has adapted to these. It assesses the contribution of three pervasive approaches to this area of drama: ‘recombination’ (Gitlin, 1994), ‘flexi-narrative’ (Nelson, 1997) and ‘must see-TV’ (Jankovich and Lyons, 2003). To foreground some specific challenges for locally produced drama in the emerging era of television ‘plenty’, a case study of New Zealand TV drama follows. Although its domestic TV drama has a 40-year tradition, New Zealand's efforts to maintain profile and diversity in this meta-genre have been frustrated by its position as a small, English-speaking country for whom leading American and British imports have been popular, affordable and available. Risky and commercially fragile in comparison with these imports, the position of New Zealand TV drama has never been guaranteed to the extent that it is reliant on the support and supply of public funding. Since the mid-1990s, these problems have combined with the challenges of multi-channel competition in television. While the resulting pressures have left some forms of local TV drama as ‘endangered species’, it is the popular, long-form genres — the drama series, soaps and sitcoms — that have shown the greatest resilience.


2012 ◽  
Vol 29 ◽  
pp. 124 ◽  
Author(s):  
Farahnaz Faez

This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English speaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.


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