TURN-TAKING STRATEGIES USED  IN A NEW ZEALAND RADIO INTERVIEW PROGRAMME AND PEDAGOGICAL IMPLICATIONS  IN LANGUAGE CLASSROOMS

The present paper analyses conversational strategies employed by the interviewer on a New Zealand radio programme from conversation analysis (CA) perspective. This study employs a documentary method of interpretation in order to seek answer(s) to the research question. Specifically, Sacks, Schegloff and Jefferson’s (1974) model of conversation analysis was adopted to explore turn-taking strategies used in the interview. The analysis reveals that the interviewer employed a variety of turn-taking strategies such as signaling the end of turn, holding a turn, asking a question, self-selection and “prosodic features” (ibid.) to achieve the purpose of the interview. The findings of this study suggest several potential CA-informed pedagogical implications for English language teaching classroom.

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The effects of prosody instruction on listening comprehension in an EAP classroom context

Language Teaching Research ◽

10.1177/1362168821990346 ◽

2021 ◽

pp. 136216882199034

Author(s):

Mark McAndrews

Keyword(s):

Listening Comprehension ◽

English Language ◽

English For Academic Purposes ◽

English Language Teaching ◽

Proficiency Tests ◽

Prosodic Features ◽

Classroom Context ◽

Post Secondary ◽

Listening Proficiency ◽

Listening Instruction

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The current study tested these claims in the context of an English-for-academic-purposes (EAP) listening and speaking course. Sixty-four post-secondary learners of English were randomly assigned to one of two groups. In addition to their regularly scheduled listening activities, one group received 100 minutes of instruction for two prosodic features (paratone and prosodic phrasing), while the other group received an equal amount of product-oriented listening instruction. After the instructional treatment, learners in the prosody group outperformed those in the product-oriented group on comprehension of the target prosodic features, and on general listening proficiency tests. It is argued that short periods of instruction targeting prosodic features can improve the effectiveness of traditional product-oriented EAP listening instruction.

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Teaching oral requests

Pragmatics ◽

10.1075/prag.23.3.06pet ◽

2013 ◽

Vol 23 (3) ◽

pp. 499-517 ◽

Cited By ~ 4

Author(s):

Eleni Petraki ◽

Sarah Bayes

Keyword(s):

Conversation Analysis ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Cultural Appropriateness ◽

Language Classroom ◽

The Subject ◽

Relationship Of ◽

The Relationship ◽

Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

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O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa

10.26686/wgtn.17148575.v1 ◽

2021 ◽

Author(s):

◽

Faith Esera

Keyword(s):

New Zealand ◽

English Language ◽

Research Question ◽

Digital Camera ◽

Linguistic Landscape ◽

Official Language ◽

Language Policies ◽

Education Policies ◽

The Pacific ◽

Official Status

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies. This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions. The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>

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Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials

Language Teaching ◽

10.1017/s0261444815000269 ◽

2015 ◽

Vol 48 (4) ◽

pp. 506-530 ◽

Cited By ~ 11

Author(s):

Alex Gilmore

Keyword(s):

Discourse Analysis ◽

Language Learning ◽

Critical Discourse Analysis ◽

Conversation Analysis ◽

English Language ◽

Language Teachers ◽

Corpus Analysis ◽

English Language Teaching ◽

Genre Analysis ◽

Discourse Studies

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English Language Teaching (ELT) materials. This paper examines the ways in which the four approaches with the strongest links to the ELT profession (corpus analysis, conversation analysis, discourse analysis and genre analysis) have found their way into language learning materials, and offers some suggestions on how discourse studies may influence ELT classrooms in the future.

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Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽

10.1177/0033688217750642 ◽

2018 ◽

Vol 49 (1) ◽

pp. 74-87 ◽

Cited By ~ 1

Author(s):

Seran Dogancay-Aktuna ◽

Joel Hardman

Keyword(s):

English Language ◽

English Language Teaching ◽

Good Theory ◽

Teaching English ◽

Lingua Franca ◽

International Language ◽

Pedagogical Decisions ◽

The World ◽

Language Classrooms ◽

English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

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Supplementary Resources Materials in English Language Classrooms: Development and Implementation

Tribhuvan University Journal ◽

10.3126/tuj.v32i1.24791 ◽

2018 ◽

Vol 32 (1) ◽

pp. 251-260

Author(s):

Tek Mani Karki

Keyword(s):

English Language ◽

Group Discussion ◽

English Language Teaching ◽

Instructional Materials ◽

Teaching Materials ◽

Teacher Needs ◽

Language Classrooms ◽

Major Factors ◽

Teaching Learning ◽

English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

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Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

10.31235/osf.io/au4ec ◽

2021 ◽

Author(s):

Muhamad Ahsanu ◽

Tuti Purwati ◽

Erna Wardani

Keyword(s):

Reflective Practice ◽

Classroom Practice ◽

English Language ◽

Language Teaching ◽

Research Question ◽

English Language Teaching ◽

Reflection In Action ◽

New Ideas ◽

Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

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Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v5i3.633 ◽

2020 ◽

Vol 5 (3) ◽

pp. 135-154

Author(s):

Naushin Nazifa Islam

Keyword(s):

English Language ◽

Native Speakers ◽

Language Teaching ◽

Subsequent Development ◽

Communicative Language Teaching ◽

Cultural Dimensions ◽

English Language Teaching ◽

Tertiary Level ◽

Language Classrooms ◽

English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.

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STUDENTS’ PERCEPTIONS TOWARD TEACHER’S TALK IN EFL CLASSROOM OF INDONESIA SENIOR HIGH SCHOOL: A CASE STUDY

LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra ◽

10.51878/language.v1i1.451 ◽

2021 ◽

Vol 1 (1) ◽

pp. 82-91

Author(s):

ERLY MULFIAS YULI

Keyword(s):

Foreign Language ◽

English Language ◽

Language Skills ◽

Research Question ◽

Lessons Learned ◽

English Teacher ◽

Research Subject ◽

Eleventh Graders ◽

Language Classrooms

This study is a case study to investigate students’ perceptions toward teacher’s talk in EFL (English as a Foreign Language) classrooms. It is conducted for two months on a single entity as the research subject, ie on 35 Eleventh-graders with varying English language skills and an English teacher. Since it focuses only on a certain entity, the results of the study cannot be generalized to the broader context. This study uses a qualitative approach by showing data from the results of questionnaires, observations and interviews with research samples. The study focuses on a research question on how Eleventh graders' perception on a teacher’s talk in EFL classrooms. Regarding to the research question, it aims to determine the thoughts of students on teacher’s talk, so that the teacher can organize and modify the class based on the perceptions that can implicate the learning process by reducing students’ anxiety. It provides students opportunities to be able to process information or lessons learned more comfortably, thus it reduces obstacles in learning. The findings of the study show that the majority of students of Eleventh-grade want to fully use English although they still have difficulties in understanding and feel less confident in using English.

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REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.841 ◽

2020 ◽

Vol 8 (4) ◽

pp. 01-09 ◽

Cited By ~ 1

Author(s):

Hamdi Ahmad ◽

Robert McColl Millar

Keyword(s):

English Language ◽

Communicative Competence ◽

Practical Knowledge ◽

Language Teaching ◽

English Language Teaching ◽

Authentic Materials ◽

Authentic Texts ◽

Learner Motivation ◽

Need Analysis ◽

Language Classrooms

Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials are also discussed. Main Findings: The aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements. In addition, deficiency in learners’ overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials presented in the form of textbooks. Applications of this study: It is strongly recommended that teacher training courses aim to develop classroom teachers’ practical knowledge and skills necessary for designing and evaluating TESOL materials. Reaching a consensus among researchers on the issue of the effects of authentic materials on ESL/EFL students’ motivation and overall communicative competence can have fundamental implications not only for developing language curricula but also for promoting learner autonomy. Novelty/Originality of this study: This study addressed the ambiguities surrounding the concept of text authenticity by proposing a typology encompassing eight possible inter-related definitions of text authenticity emerging in the ELT literature. More importantly, the paper structured a triangulation framework for introducing authentic materials into language classrooms:1) careful implementation of learner need-analysis, 2) criteria-based selection of authentic texts in the light of learner need-analysis, 3) utilization of task-based learning approach stressing the importance of activating learner schemata, awareness-raising activities, and task differentiation. This triangulation methodology is likely to reduce the difficulty of text authenticity and realize comprehensible input.

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