Engagement under revision: How Iranian scholars negotiate the arguability of their texts

2020 ◽  
Vol 28 ◽  
pp. 135-162
Author(s):  
Mahmood Maniati ◽  
Alireza Jalilifar ◽  
Amir Mashhadi ◽  
Ali Hemmati
Keyword(s):  
English Language ◽  
Inadequate Knowledge ◽  
English Speaking ◽  
Native English Speaking ◽  
Rhetorical Structures ◽  
The Relationship ◽  
Grammatical Structures ◽  
Engagement System ◽  
The Way

Non-native English speaking (NNES) scholars face great hardship when they attempt to publish in English. Upon submitting their manuscripts to English-language journals, these scholars usually receive comments from the reviewers criticizing the rhetorical structures they adopt. One of these criticisms is concerned with how they manage the relationship between the author and the potential addressee; that is, the scholars’ expression of their attitude and the way they adjust the certainty of their claims and establish a relationship with their readers. This study attempted to examine how the acceptably revised manuscripts written by Iranian scholars differ from the originally submitted versions regarding the changes happening to the Engagement system of the texts. Findings showed Iranian scholars’ inadequate knowledge of the interpersonal weightings of the lexico-grammatical structures they used —hence giving undue credit to other researchers in the field— was mitigated by giving more space to the feature of distance citations, thereby failing to achieve a typically sound and rigorous argumentation.

scholarly journals The Internationalization of Psychology Journals in Brazil: A Bibliometric Examination Based on Four Indices

2017 ◽  
Vol 27 (66) ◽  
pp. 7-15 ◽  
Author(s):  
Chris Fradkin
Keyword(s):  
English Language ◽  
Lead Author ◽  
Board Members ◽  
Considerable Variability ◽  
Article Type ◽  
English Speaking ◽  
Native English Speaking ◽  
The Relationship ◽  
Language Text

Abstract: There is considerable variability among psychology journals in Brazil, in terms of presence on the international stage. However, research as to why is very scarce. This study empirically examined the relationship between several indices of internationalization and real-world internationalization, among these journals. 661 articles from the top-17 psychology journals in Brazil were coded for: English-language text, editorial board makeup, lead author institution, and article type. Analyses revealed that successful internationalization was associated with: (i) lead author institution from a native English-speaking country; (ii) empirical articles; and (iii) editorial board members from a native English-speaking country. Use of English-language text was not associated with successful internationalization. These findings suggest that the path to internationalization for psychology journals in Brazil may depend on increased publishing of findings from English-speaking countries; or at the very least: increased collaboration between Brazilian and native English-speaking scholars.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

scholarly journals 'Real English' in Japan : team teachers' views on nativeness in language teaching

2012 ◽  
Vol 10 ◽  
pp. 175 ◽  
Author(s):  
Sean Sutherland
Keyword(s):  
Team Teaching ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Teacher ◽  
Daily Lives ◽  
Interview Research ◽  
English Speaking ◽  
Native English Speaking

In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

scholarly journals Daily and Nondaily Smoking Varies by Acculturation among English-Speaking, US Latino Men and Women

2018 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Kim Pulvers ◽  
A. Paula Cupertino ◽  
Taneisha S. Scheuermann ◽  
Lisa Sanderson Cox ◽  
Yen-Yi Ho ◽  
...  
Keyword(s):  
United States ◽  
Relative Risk ◽  
Mexican Americans ◽  
English Language ◽  
Rating Scale ◽  
The United States ◽  
Latino Men ◽  
English Speaking ◽  
The Relationship ◽  
Nondaily Smoking

<p><strong>Background: </strong>Higher smoking prevalence and quantity (cigarettes per day) has been linked to acculturation in the United States among Latinas, but not Latino men. Our study examines variation between a dif­ferent and increasingly important target behavior, smoking level (nondaily vs daily) and acculturation by sex.</p><p><strong>Methods: </strong>An online English-language sur­vey was administered to 786 Latino smokers during July through August 2012. The Brief Acculturation Rating Scale for Mexican Americans–II (ARSMA-II) and other accul­turation markers were used. Multinomial lo­gistic regression models were implemented to assess the association between smoking levels (nondaily, light daily, and moderate/ heavy daily) with acculturation markers.</p><p><strong>Results: </strong>Greater ARMSA-II scores (rela­tive risk ratio, <em>RRR</em>=.81, 95% CI: .72-.91) and being born inside the United States (<em>RRR</em>=.42, 95% CI: .24-.74) were associated with lower relative risk of nondaily smoking. Greater Latino orientation (<em>RRR</em>=1.29, 95% CI: 1.11-1.48) and preference for Spanish language (<em>RRR</em>=1.06, 95% CI: 1.02-1.10) and media (<em>RRR</em>=1.12, 95% CI: 1.05-1.20) were associated with higher relative risk of nondaily smoking. The relationship between acculturation and smoking level did not differ by sex.</p><p><strong>Conclusion: </strong>This study found that among both male and female, English-speaking Latino smokers, nondaily smoking was associated with lower acculturation, while daily smoking was linked with higher ac­culturation.</p><p><em>Ethn Dis. </em>2018.28(2):105-114; doi:10.18865/ed.28.2.105.</p>

Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT

English Today ◽  
2020 ◽  
pp. 1-8
Author(s):  
Hohsung Choe ◽  
Youngjoo Seo
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Native Speaker ◽  
Black Teachers ◽  
English Language Teaching ◽  
Political Issues ◽  
English Speaking ◽  
Race Ethnicity ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES

2021 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Pariyanto Pariyanto
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Number Of Factors ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Language Teaching And Learning

This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.     

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