scholarly journals A Corpus-Based Analysis of Simultaneous Speech in English Conversation

2021 ◽  
Author(s):  
◽  
Anping He
Keyword(s):  
Teaching And Learning ◽  
Social Constraints ◽  
Teaching English ◽  
Linguistic Features ◽  
Spoken English ◽  
Chinese Learners ◽  
And Gender ◽  
Chinese And English ◽  
Specific Degree

<p>This is a study of the distribution of 2011 instances of simultaneous speech in a 91,802-word subcorpus from the London-Lund corpus of Spoken English. Five categories of simultaneous speech (successful and unsuccessful turn-bidding, successful and unsuccessful turn-competing, and backchannelling) were analysed in terms of: (a) characteristics of the prosodic, lexical and grammatical context in which simultaneous speech occurs; (b) linguistic devices and strategies in aspects of prosody, discourse and pragmatics which are frequently used to introduce simultaneous speech; (c) variables such as speech domain, degree of familiarity between interlocutors, speakers' status and gender which may influence the frequency of simultaneous speech and affect the occurrence of the linguistic features and devices associated with simultaneous speech. In a complementary case study, 288 instances of simultaneous speech in Chinese (Cantonese) were also analysed in a 10385-word sample of Chinese conversation, and compared with simultaneous speech in English. The findings of the study show: (a) Simultaneous speech is rule-governed and context-constrained. It is most likely to occur at a unit boundary which is prosodically, lexically and syntactically marked. It is often introduced and carried out by a number of prosodic devices, discourse items and repetition strategies. This is particularly the case in turn-bidding and turn-competition. (b) Frequency of simultaneous speech seems to be strongly associated with degree of formality of speech domain and degree of familiarity between interlocutors, but loosely related to speakers' status and gender. However, particular linguistic devices and strategies seem more preferred by interlocutors in a specific speech domain, or with a specific degree of familiarity, or having specific status or gender. (c) Chinese and English simultaneous speech share many similarities in terms of pragmatic functions, and linguistic devices and strategies employed, though equivalents between the two languages are not always found. However social constraints on turn-bidding seem different in the two languages especially in terms of age, status and gender. The descriptive findings of the study help explain why Chinese learners of English find it difficult to take a turn in English conversation, and especially to bid for a turn. Thus the study enhances our awareness of the linguistic features of English conversation and the factors which can affect Chinese students' pragmatic and discourse competence. Moreover, the computer corpus approach adopted in the research provides a way of obtaining rich input for teaching English discourse devices in terms of prosody, lexicon and syntax and suggests further applications of corpus-based research in the study of language teaching and learning.</p>

scholarly journals A Corpus-Based Analysis of Simultaneous Speech in English Conversation

2021 ◽  
Author(s):  
◽  
Anping He
Keyword(s):  
Teaching And Learning ◽  
Social Constraints ◽  
Teaching English ◽  
Linguistic Features ◽  
Spoken English ◽  
Chinese Learners ◽  
And Gender ◽  
Chinese And English ◽  
Specific Degree

<p>This is a study of the distribution of 2011 instances of simultaneous speech in a 91,802-word subcorpus from the London-Lund corpus of Spoken English. Five categories of simultaneous speech (successful and unsuccessful turn-bidding, successful and unsuccessful turn-competing, and backchannelling) were analysed in terms of: (a) characteristics of the prosodic, lexical and grammatical context in which simultaneous speech occurs; (b) linguistic devices and strategies in aspects of prosody, discourse and pragmatics which are frequently used to introduce simultaneous speech; (c) variables such as speech domain, degree of familiarity between interlocutors, speakers' status and gender which may influence the frequency of simultaneous speech and affect the occurrence of the linguistic features and devices associated with simultaneous speech. In a complementary case study, 288 instances of simultaneous speech in Chinese (Cantonese) were also analysed in a 10385-word sample of Chinese conversation, and compared with simultaneous speech in English. The findings of the study show: (a) Simultaneous speech is rule-governed and context-constrained. It is most likely to occur at a unit boundary which is prosodically, lexically and syntactically marked. It is often introduced and carried out by a number of prosodic devices, discourse items and repetition strategies. This is particularly the case in turn-bidding and turn-competition. (b) Frequency of simultaneous speech seems to be strongly associated with degree of formality of speech domain and degree of familiarity between interlocutors, but loosely related to speakers' status and gender. However, particular linguistic devices and strategies seem more preferred by interlocutors in a specific speech domain, or with a specific degree of familiarity, or having specific status or gender. (c) Chinese and English simultaneous speech share many similarities in terms of pragmatic functions, and linguistic devices and strategies employed, though equivalents between the two languages are not always found. However social constraints on turn-bidding seem different in the two languages especially in terms of age, status and gender. The descriptive findings of the study help explain why Chinese learners of English find it difficult to take a turn in English conversation, and especially to bid for a turn. Thus the study enhances our awareness of the linguistic features of English conversation and the factors which can affect Chinese students' pragmatic and discourse competence. Moreover, the computer corpus approach adopted in the research provides a way of obtaining rich input for teaching English discourse devices in terms of prosody, lexicon and syntax and suggests further applications of corpus-based research in the study of language teaching and learning.</p>

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

scholarly journals Integrating Islamic Values in Teaching English: Lessons Learned from an Integrated Islamic School

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Alfian Alfian ◽  
Muhammad Yusuf ◽  
Uyun Nafiah
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
Lesson Plans ◽  
Lessons Learned ◽  
English Learning ◽  
Teaching English ◽  
Islamic School ◽  
The Subject ◽  
Islamic Values

Learning English is very closely related to learning western culture, which might contrast with Islamic values, the dominant religion in Indonesia. This study finds merit in finding out the implementation of Islamic values in teaching English at an Integrated Islamic school in Indonesia, where the school chosen curriculum mandated that the subject be integrated with Islamic values since all the students are Muslim. This case study took place at an Integrated Islamic School, and the data were collected through interviewing seven English teachers and conducting a thematic analysis on their lesson plans. All the teachers admitted that integrating Islamic values in the English lesson was essential. Still, the thematic analysis showed that their perceptions about the importance of integrating Islamic values in English learning were not firmly in line with the implementation in the teaching and learning process. The teachers' lesson plans (RPP) did not depict substantial integration of Islamic values. This study recommends the practical ways of integrating Islamic that could improve teachers' understanding of Islamic values in English learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate Islamic values.

scholarly journals TEACHING LISTENING USING TOEIC APPLICATION

2018 ◽  
Vol 1 (4) ◽  
pp. 486
Author(s):  
TUTI KARMIATI ◽  
Yulyayu Kurniawati
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Academic Context ◽  
Spoken English ◽  
Conducting Research ◽  
Learning English

In a modern era many students like to learn english easily, many students learn english with listening something, like listening music in their mobile phone or in the radio, in this era we can find the western song in many place, like in the mall, radio, and so on. So we can hear the western song and learn listening english easily. Teaching listening is teaching students to learn to listen to languages and conversations using the ear. The reason for students being able to listen to spoken English is by letting them listen to variations and accents rather than just the teachers voice with its own idiosyncrasies. Listening is a very important skill in language learning and can’t be underestimated especially in an academic context and is separated in language so that listening has an important role in teaching the language including teaching English. The purpose of this study is to find out how English teacher use TOEIC applications in listening to students and how students respond to the use of TOEIC applications in student listening. Most students argue that the hardest is listening, and some of them even have difficulties in understanding the teachers who are teaching English. It states that students still have difficulty in listening and become one of the obstacles in learning English. The used of media as a tool or means in teaching and learning English that is very useful for students and teachers. This research is to know how big influence of TOEIC application media in learning to listen English. The design taken in this study is pre-experimental design and the author also uses quantitative research methods in conducting research. Subjects in this study were students of class XI AKP1 in SMKN 2 Karawang which amounted to 32 students as a sample. The author used a listening test to collect data. The procedure used in this research is pretest, treatment and posttest. Pretest was given to students to measure their knowledge before treatment, treatment is the researcher teach about TOEIC application, and posttest is a final result from the treatment.

Using Autoethnography to Engage in Critical Inquiry in TESOL

2022 ◽  
pp. 245-259
Author(s):  
Qinghua Liu
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Evidence Based ◽  
Teaching English ◽  
Evidence Based Practices ◽  
Qualitative Research Method ◽  
Race And Gender ◽  
Qualitative Research Methodology ◽  
And Gender

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

Evaluating the appropriacy of Ritual Frame Indicating Expressions (RFIEs): A case study of learners of Chinese and English

2020 ◽  
Vol 16 (1) ◽  
pp. 153-173
Author(s):  
Juliane House ◽  
Dániel Z. Kádár
Keyword(s):  
English Learners ◽  
Applied Linguistics ◽  
Pragmatic Competence ◽  
British English ◽  
Mainland Chinese ◽  
Chinese Learners ◽  
L2 Learners ◽  
Chinese And English ◽  
Standard Situation

AbstractThis paper investigates the evaluation of ritual frame indicating expressions (RFIEs) in two groups of L2 learners: British English learners of Chinese and Mainland Chinese learners of English. RFIEs are expressions by means of which speakers confirm their awareness of rights and obligations in a particular standard situation. Previous research in applied linguistics has largely ignored the production and evaluation of such forms, despite the fact that they are pragmatically-loaded and, as such, are very important for the development of the (meta)pragmatic competence of L2 learners. In our study, we have conducted an experiment in which we exposed our learners to both authentic and constructed uses of RFIEs. The evaluation of their (meta)pragmatic competence has revealed notable linguacultural differences between the two groups of L2 learners.

scholarly journals LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)

2019 ◽  
pp. 16-24
Author(s):  
Valentina Dyadya
Keyword(s):  
Teaching And Learning ◽  
Influencing Factor ◽  
Practical Importance ◽  
Educational Process ◽  
Foreign Languages ◽  
Impact Factors ◽  
Actual Process ◽  
Teaching English ◽  
Linguistic Features ◽  
Study Process

The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.

scholarly journals EFL LEARNER’S PRONUNCIATION PROBLEMS: A PHONOLOGICAL ANALYSIS

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 171
Author(s):  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Chinese Student ◽  
Consonant Cluster ◽  
International Language ◽  
Word Stress ◽  
Short Vowels ◽  
Chinese Learners ◽  
Monosyllabic Words

Many research concerning pronunciation problems of Chinese learners majorly take place within the country, yet very few of them conducted in the context where English is the native language of the country. This study aims to explore the problematic features of pronunciation of Chinese student who studied in Australian university. This study employs qualitative approach with a single case study. The data were collected through an interview and two models of speaking; monologue and reading a text. The problematic features, then, were prioritized based on its context and concept of English as International Language (EIL) context proposed by Jennifer Jenkins (2006). The result showed that the participant was aware about her pronunciation issues. Several problematic segmental and suprasegmental features in which emerged during data analysis also supported this finding. The problematic features are consonant cluster, long and short vowels, /r/ and /l/ sounds, schwa addition in monosyllabic words, /æ/, /ɛ/ and /ʌ/, and issues in word stress, prominence, and intonation. Among all these features, the proposed prioritization of teaching is to focus on word stress, consonant cluster, intonation and prominence, /r/ and/l/, and long and short vowels. The findings also showed  slightly difference in which in this study, the participant did not encountered difficulties in pronouncing double /l/ sounds.This study concludes with recommendation for teaching and learning these problematic features.

scholarly journals A Corpus-based Study of Shields in Conversations of Chinese EFL Learners

2020 ◽  
Vol 10 (7) ◽  
pp. 828
Author(s):  
Hongying Liu
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
Spoken Language ◽  
Engineering Majors ◽  
Efl Learners ◽  
Spoken English ◽  
Fuzzy Language ◽  
Chinese Learners ◽  
Efl Students

As an important part of the fuzzy language, hedges have become a common linguistic phenomenon and frequently applied in daily spoken language. In this study, the authors investigated the shields-using frequency of Chinese EFL learners from the Multi-modal Spoken English Corpus of Chinese Learners-Science & Engineering Majors (MSECCL-SEM). In this study, the classification of Prince et al. (1982) will be adopted. Six shields that are frequently used in spoken English have been searched, namely, “I think”, “in my opinion”, “maybe”, “according to”, “as we (all) know”, “it is said that”. Data are analyzed by the application of Wordsmith 6.0 and SPSS 25.0. Through this study, we attempt to explore the characteristics of shields in spoken English of EFL learners, especially the differences in terms of gender, various language proficiency and two different kinds of shields. Through this research, the authors hope to guide second language teaching and learning by finding out the use of shields in EFL students' daily spoken language and analyzing its potential causes.

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

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