scholarly journals Feminism in a Female Teacher’s Discourse in an EFL Classroom

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 159-178
Author(s):  
Monica Patarroyo-Fonseca
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Public University ◽  
Power Relationships ◽  
Female Teacher ◽  
Individual Choice ◽  
Socially Constructed ◽  
Research Article ◽  
Language Classroom ◽  
Feminist Poststructuralist

This research article on feminism gives an account of the interaction between a female teacher and her students at a public university in Tunja, Colombia. The study aims to evidence features of feminism within an English as a foreign language classroom by analyzing the transcriptions of the teacher’s discourse using the Feminist Poststructuralist Discourse Analysis. As a result of the study, it can be stated that feminism is not determined by gender, but rather, it is an individual choice that is socially constructed and transmitted through power relationships. Findings suggest that being female or male does not guarantee having a definite position towards feminism; instead, it is mostly demarcated by the specific situations and circumstances that each individual experiences within a society.

scholarly journals Understanding Basic English Users’ Classroom Interaction: A Case Study

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 30-44
Author(s):  
Ximena Rocío Contreras-Espinosa ◽  
Karen Michell Villamizar-Mantilla
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Public University ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Language Classroom ◽  
Basic English

This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information of the participants’ perspectives about the importance of interaction when learning a new language. With these instruments, it was also possible to find the types of interaction that occurred between the participating teacher and students in the observed foreign language classroom. The findings reveal five different interaction patterns that emerged depending on its purpose, who started them, when they occurred, and how they were given.

scholarly journals Similar Sounding Words Writing Strategy by Learners of Mandarin as a Foreign Language

2019 ◽  
Vol 8 (1) ◽  
pp. 134-148
Author(s):  
Lay-Hoon ANG ◽  
Hazlina Abdul Halim
Keyword(s):  
Foreign Language ◽  
General Feature ◽  
Demographic Data ◽  
Public University ◽  
Communication Strategy ◽  
Constructive Learning ◽  
Learning Attitude ◽  
Language Classroom ◽  
Writing Strategy ◽  
Malaysian Students

A general feature observed in foreign language classroom is the usage of communication strategies by the learners in their attempts to manipulate a limited linguistics system to communicate. This research aims to investigate the usage of similar sounding words as a written communication strategy in learning Mandarin. The respondents were 59 second- and third-year Malaysian students learning Mandarin as a foreign language at a public university. An open-ended questionnaire was set to gauge respondents’ perception on the strategies used, and was divided into four parts, namely the demographic data and 3 parts of written tasks. The respondents were required to write a dialogue, answer questions on their hobbies and construct sentences using the words given. A total of 77 data of similar sounding words were found. The results showed that similar sounding words strategy was mostly applied to retroflex, alveolar, affricate, fricative, plosive, aspirated and unaspirated sounds. Another one third of the data consisted of syllables which were formed based on the learners’ understanding of the pronunciation. It was found that the strategy provides constructive help in getting the message across despite the inaccurate pronunciation. The findings also mirror the constructive learning attitude and aggressive struggle put in by the learners, and therefore, a positive strategy that should be encouraged.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

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