Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eunseok Ro
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Precise Nature ◽  
The Troubles ◽  
L2 Speaking

Abstract The site of this study is English as a second language speaking center at a university in Hong Kong. One of the center’s services is presentation consultation, in which students can practice giving a presentation in English and receive a tutor’s feedback. This study focuses on how the tutors and students coordinate understanding using the students’ PowerPoint (PPT) slides as situated objects. Detailed analyses of their interactions reveal that the participants make use of PPT slides as a referential resource in identifying problems in the student’s production and initiating repair, and as an essential object in solving problems of understanding. The paper shows the precise nature of the troubles in understanding that arise in these consultations, and how the participants make use of the slides as an interactional resource in coordinating their understanding. The paper discusses implications for L2 consultation sessions, particularly in regard to multimodal practices in solving understanding troubles.

Note-taking/making as a resource for substantiating advice at a second language speaking center

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eunseok Ro
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Conversation Analysis ◽  
Analytical Approach ◽  
Pivotal Role ◽  
Medium Of Instruction ◽  
Note Taking ◽  
Advice Giving ◽  
L2 Speaking

Abstract This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking/making, this paper offers a close examination of the advice-giving activity with the use of notes. The findings illustrate that whether the notes reflect what the student shares during an interview-practicing activity or a Q-A sequence during advice-giving activity, the tutor uses the notes to account for her ensuing advice. Based on the findings, I argue that the tutor’s notes play a pivotal role in grounding her advice during interview consultations at the L2 speaking center.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad

2020 ◽  
Vol 4 (2) ◽  
pp. 245
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Prepositional Phrases ◽  
School Year ◽  
Immersion Experience ◽  
L2 Speaking ◽  
Language Writing ◽  
Morphological Processes ◽  
One Year

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

scholarly journals Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students

2010 ◽  
Vol 10 (1) ◽  
pp. 71-87
Author(s):  
Ruth Wong
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Hong Kong Chinese ◽  
Student Groups ◽  
Upper Secondary ◽  
Learning English

This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

Encountering Unfamiliar Educational Practices Abroad

2016 ◽  
pp. 137-162 ◽  
Author(s):  
B Jane Jackson
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Hong Kong ◽  
Tertiary Education ◽  
East Asian ◽  
Mainland China ◽  
The World ◽  
Mobility Programs ◽  
Hong Kong Sar ◽  
Macau Sar

As internationalization efforts intensify across the globe, the number of students who are studying outside their home country for part of their tertiary education has increased significantly. The vast majority of students from East Asian nations (Hong Kong SAR, Japan, Korea, Macau SAR, Mainland China, and Taiwan) study in a second language while abroad, with English the most common medium-of-instruction. As institutions of Higher Education (HE) in other regions compete for students from this part of the world, increasingly, questions are being raised about what students gain from outbound mobility programs. Scholars have drawn attention to the need for systematic empirical research that critically examines the experiences of student sojourners in order to determine the most effective ways to support and enhance their learning (e.g., linguistic, cognitive, social, academic, (inter)cultural, and professional).

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