Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Jennifer Bruen ◽  
Niamh Kelly
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Native English Speakers ◽  
Foreign Languages ◽  
English Speakers ◽  
Medium Of Instruction ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Native Speakers Of English

AbstractThis paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native speakers (NNSs) of English consider themselves to be at an advantage over the native speakers (NSs) of English in the study of German and Japanese as Foreign Languages, despite the fact that the medium of instruction is English, at least in the early stages of the language module. This is primarily owing to the fact that the non-native English speakers are already experienced language learners with an extensive linguistic repertoire. This view is supported by the NSs of English. Some concerns are expressed by non-native speakers of English in relation to an assumed knowledge of culture and society of the host country. The implications of these findings are discussed. Diverging from previous studies, this research focuses on learners of languages other than English and contributes to recent discussions on the increase in linguistic and cultural diversity and its impact within the foreign language classroom.

Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Sarah Hsueh-Jui Liu
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
Strategy Use ◽  
English Speakers ◽  
Negotiated Interaction ◽  
Native Speakers Of English ◽  
The Difference ◽  
The Given

AbstractThis study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals Pluricentriciteit in het DaF-onderwijs : Duitse, Oostenrijkse en Zwitserse varianten van het Duits in lesmateriaal

2021 ◽  
Vol 59 (1) ◽  
pp. 25-49
Author(s):  
Juliane Schopf ◽  
Beate Weidner
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Native Speakers ◽  
Geographical Region ◽  
Teaching Material ◽  
Everyday Talk ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
German Speaking ◽  
German Speaking Country

Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom.SamenvattingDe vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

scholarly journals The use of discourse markers but and so by native English speakers and Chinese speakers of English

Pragmatics ◽  
2017 ◽  
Vol 27 (4) ◽  
pp. 479-506 ◽  
Author(s):  
Binmei Liu
Keyword(s):  
Mandarin Chinese ◽  
Native Speakers ◽  
Communicative Competence ◽  
Oral Proficiency ◽  
Discourse Markers ◽  
Native English Speakers ◽  
English Speakers ◽  
Oral Discourse ◽  
Chinese Speakers ◽  
Native Speakers Of English

Abstract Previous studies have found that but and so occur frequently in native and non-native English speakers’ speech and that they are easy to acquire by non-native English speakers. The current study compared ideational and pragmatic functions of but and so by native and non-native speakers of English. Data for the study were gathered using individual sociolinguistic interviews with five native English speakers and ten L1 Chinese speakers. The results suggest that even though the Chinese speakers of English acquired the ideational functions of but and so as well as the native English speakers, they underused the pragmatic functions of them. The findings indicate that there is still a gap between native and non-native English speakers in communicative competence in the use of but and so. The present study also suggests that speakers’ L1 (Mandarin Chinese) and overall oral proficiency in oral discourse affect their use of but and so.

SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

2021 ◽  
Vol 55 (3) ◽  
pp. 91-98
Author(s):  
Y.V. Maslova ◽  
Keyword(s):  
Foreign Language ◽  
Mutual Influence ◽  
Native English Speakers ◽  
Positive Influence ◽  
Foreign Languages ◽  
English Speakers ◽  
Further Training ◽  
New Techniques ◽  
Language And Culture ◽  
Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

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.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

scholarly journals Use of Saudi EFL Adult Learners’ L1 to Address Foreign Language Classroom Anxiety

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Khaled Besher Albesher ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Research Question ◽  
Target Language ◽  
Medium Of Instruction ◽  
Main Research ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner’s L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

Imitation of Suprasegmental Patterns by Non-Native Speakers of English

1993 ◽  
Vol 2 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Nancy Jeanne Haak ◽  
Rieko Marie Darling
Keyword(s):  
Clinical Application ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Objective Measures ◽  
Short Sentence ◽  
Native Speakers Of English ◽  
Potential Measure

Speakers with limited English proficiency (LEP) usually produce a combination of articulation errors and differences in the prosodic patterns of English. There are abundant measures of articulation, but few objective measures of prosodic performance. The Tennessee Test of Rhythm and Intonation Patterns (TRIP) was selected as a potential measure for distinguishing the prosodic patterns of native and non-native English. First, the TRIP was given to 12 native speakers of Asiatic languages and 12 native speakers of English. The performances of the two groups did not differ significantly, suggesting that the TRIP was not a definitive measure of prosodic differences in English. Second, a group of listeners was asked to identify native versus non-native English speakers based only on selected stimuli from the TRIP and a short sentence of comparable length. The listeners were significantly better able to identify native and non-native speakers when listening to the sentence than when listening to the TRIP items. Clinical application of this information in working with LEP clients is discussed.

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