scholarly journals Diversity of Research Participants Benefits ESL/EFL Learners: Examining Student-Lecturer Disagreements in Classrooms

2016 ◽  
Vol 9 (4) ◽  
pp. 214 ◽  
Author(s):  
Pattrawut Charoenroop
Keyword(s):  
Native English Speakers ◽  
English Speakers ◽  
Classroom Context ◽  
British English ◽  
Efl Learners ◽  
Future Studies ◽  
South Africans ◽  
Research Participants ◽  
Positive Comment ◽  
New Zealanders

<p>Reviews of literature made manifest that native English speakers who were research participants in many studies on disagreements were Americans (e.g., Beebe &amp; Takahashi, 1989; Takahashi &amp; Beebe, 1993; Dogacay-Aktuna &amp; Kamisli 1996; Rees-Miller, 2000; Guodong &amp; Jing, 2005; Chen, 2006). The utmost use of Americans as research participants presented a rather restricted view on how the disagreements could be expressed by native English speakers. These studies exhibited that Americans in a classroom context normally began their student-lecturer disagreements with a positive comment (e.g., <em>‘The idea is interesting but…’</em>). Based on these results, the ESL/EFL learners might over-generalize from Americans to other groups of native English speakers and consequently postulate that all native English speakers initiate their student-lecturer disagreements with an optimistic remark. This current study chose a group of 13 Canadians and investigated their disagreement strategies in the identical context. The data were collected by videotaping the participants’ classroom for three hours every week for five consecutive weeks. Results showed that the participants normally disagreed with their lecturer explicitly but mitigated their explicit disagreements with some justification (e.g., <em>‘No because…’</em>). The findings underscored that Americans and Canadians did not normally use the same disagreement strategies in the classroom context. If future studies increasingly use British English, Australians, New Zealanders or South Africans as research participants and investigate their expressions of student-lecturer disagreement, the ESL/EFL learners will be more highly aware of differences across all native English speakers. In other words, they will be able to avoid over-generalizing from Americans to other native English speakers.</p>

scholarly journals A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers

2011 ◽  
Vol 31 (2) ◽  
pp. 51
Author(s):  
Lijuan Ye
Keyword(s):  
Argument Structure ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Future Studies ◽  
Spoken English ◽  
English Speaking ◽  
Written Argumentation ◽  
Native English Speaking

Previous research within the field of argumentation has established that argumen- tation plays an important role in a variety of professions. Written argumentation has been extensively explored and investigated to examine its various aspects, in- cluding argument structures and schemes, argumentative strength, the role of au- dience, the evaluation of argument, argumentative persuasiveness and force, and so on. It appears, however, that few studies have been carried out to address the issues of spoken argumentation. To fill the gap, this article attempts to compare elements of the spoken argumentative genre produced by Chinese EFL learners to those in their native English-speaking counterparts. Findings from the study show that the former group generally produced an exposition genre focusing on one side of the argument, whereas the latter group noted two or more sides of the argument in order to balance the issue. In addition, Chinese EFL learners tended to use a formulaic argument structure, whereas native English speakers used a more discursive pattern. Pedagogical implications and potential directions for future studies on spoken English argumentation are suggested in the conclusion.Des recherches antérieures dans le domaine de l’argumentation ont établi que cette capacité joue un rôle important dans diverses professions. L’argumentation par écrit a été intensément explorée et ses divers aspects bien étudiés, y compris la structure et les schémas, la force des arguments, le rôle du public, l’évaluation du raisonnement, le pouvoir de persuasion, et ainsi de suite. Toutefois, il semble que peu de recherches ont porté sur l’argumentation orale. Afin de combler cette lacune, cet article a comme objectif de comparer des éléments de l’argumentation orale d’apprenants chinois d’ALE à ceux de leurs homologues anglophones. Les résultats de l’étude indiquent que les premiers produisaient, de façon générale, un exposé traitant d’un côté de l’argument alors que les deuxièmes en évoquaient deux aspects ou plus de sorte à équilibrer la question. De plus, les apprenants chinois tendaient à employer une structure argumentative basée sur des formules tandis que les anglophones avaient recours à une structure plus discursive. La conclusion de l’article offre des incidences pédagogiques et des orientations pos- sibles pour la recherche portant sur l’argumentation orale en anglais.

Direct (dis)agreement verbs

2020 ◽  
Vol 3 (1) ◽  
pp. 111-140
Author(s):  
Siaw-Fong Chung
Keyword(s):  
College Students ◽  
Social Interaction ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Semantic Approach ◽  
Future Studies ◽  
Societal Issues ◽  
Part Time ◽  
The Relationship

Abstract “*I am not agree with you” is an incorrect use of agree frequently seen in the writing of Taiwanese learners. Yet, not many studies have discussed the use of agree and disagree in the literature. Many studies are concerned more about the politeness of (dis)agreement, especially in detailing the relationship between speaker and hearer. We took a lexical semantic approach to compare the use of agree and disagree in essays written by native English speakers and Taiwanese learners in the ICNALE (International Corpus Network of Asian Learners of English). The essays were based on two topics concerning societal issues collected in the corpus – (a) whether smoking should be completely banned in restaurants and (b) whether college students should take a part-time job or not – the writers were asked to respond to each issue by agreeing or disagreeing. Our results showed that when given clear instructions to agree or disagree, both native and learners tended to state (dis)agreement in the very first sentence in their essays, but Taiwanese learners relied more on the uses of agree and disagree more often than the native speakers did. The errors committed by learners on the use of agree (not for disagree) were between 25–35% in our data. The results will bring significant comparisons of the lexical semantics of related verbs (verbs of social interaction) in future studies.

scholarly journals The Realization of Complaint Strategies among Iranian Female EFL Learners and Female Native English Speakers: A Politeness Perspective

2016 ◽  
Vol 6 (2) ◽  
pp. 9
Author(s):  
Atefeh Eshraghi ◽  
Mohsen Shahrokhi
Keyword(s):  
Speech Acts ◽  
Social Power ◽  
Great Influence ◽  
Native English Speakers ◽  
English Speakers ◽  
Placement Test ◽  
Contextual Variables ◽  
Efl Learners ◽  
Significant Difference ◽  
Completion Test

<p>Speech acts are interesting areas of research and there has been much research on speech acts. Complaint is a type of speech act and how to use it in interaction is important to EFL learners. The complaint strategies employed by Iranian female EFL learners and female English native speakers were compared in this study. Also, the effects of contextual variables (Social distance and Social power) on the choice of complaint strategies by Iranian female EFL learners and female native English speakers were studied in this research. Thirty Iranian female EFL learners and thirty female native English speakers participated in this study. The two instruments which were used in this study included Oxford Placement Test (OPT) and Discourse Completion Test (DCT). The (DCT), as an open-ended questionnaire was administrated to them to elicit complaint speech acts. Then, the collected data were analyzed according to a modified taxonomy of complaint strategies proposed by Trosoborg (1995). The results indicated that there was a significant difference between Iranian female EFL learners and female native English speakers in terms of using complaint strategies. Iranian female EFL learners used indirect complaint, while female native English speakers used the direct complaint more frequently; and contextual variables had a great influence on complaint strategy choice by participants of two groups.</p>

scholarly journals Non-Native English Teachers and Varieties of English: Ready, or Not?

2019 ◽  
Vol 6 (2) ◽  
pp. 334-341
Author(s):  
Yunisrina Qismullah Yusuf
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Native English Speakers ◽  
English Teachers ◽  
English Speakers ◽  
British English ◽  
International Language ◽  
The World ◽  
L1 Influence ◽  
Over Time

Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.

scholarly journals The Use of Complaints in the Inter-Language of Turkish EFL Learners

2011 ◽  
Vol 12 (2) ◽  
pp. 25 ◽  
Author(s):  
Tanju Deveci
Keyword(s):  
Negative Transfer ◽  
Speech Act ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Coding Scheme ◽  
Classroom Language ◽  
Language Data ◽  
Teacher Students

Many Turkish EFL learners struggle with giving complaints and criticisms in the EFL classroom. Language instructors must find way to provide students with the linguistic and pragmatic elements of EFL to be able to appropriately complain as EFL users. The purpose of this study is to investigate the complaint speech used by Turkish EFL learners in two different situations: speaking to a commiserating teacher and speaking to a contradicting teacher. Four kinds of data sources were used to collect data in the classroom: twenty native English speakers’ role-plays, twenty-five Turkish native speakers’ role-plays, and forty students’ role-plays. The subjects’ complaint speech act sets were a coding scheme borrowed from a previously conducted study by Murphy and Neu (1996). The baseline and the inter-language data were compared to see to what extent they were similar or different, whether or not the Turkish EFL learners made positive and negative transfer, and if there were any features unique to the inter-language of the learners. The findings revealed that when speaking to the commiserating teacher, students made both positive and negative transfer in using ‘demand’. The students speaking to the contradicting teacher made positive transfer in the components ‘explanation of purpose’, ‘complaint’ and ‘justification’. The component ‘demand’ was subject to negative transfer.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

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