scholarly journals Identity Negotiation in Chinese University English Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Nan Zhou
Keyword(s):  
Identity Negotiation ◽  
Oral Communication ◽  
Classroom Community ◽  
English Learner ◽  
Communication Behaviors ◽  
Learner Identity ◽  
English Class ◽  
Chinese University ◽  
English Classroom

Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student’s investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.

scholarly journals Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018 ◽  
Vol 8 (5) ◽  
pp. 121
Author(s):  
Pamela A. Maher ◽  
Janelle M. Bailey ◽  
Allan M. Tucka
Keyword(s):  
Undergraduate Students ◽  
Situated Learning ◽  
Public Speaking ◽  
Oral Communication ◽  
Physics Students ◽  
The Public ◽  
Two Year College ◽  
Before And After ◽  
K 12

In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

scholarly journals CULTURAL OBSTACLE IN THE COMMUNICATION BETWEEN NATIVE SPEAKER AND NON NATIVE SPEAKER IN ENGLISH.

2020 ◽  
Vol 7 (2) ◽  
pp. 211-215
Author(s):  
Sogimin Sogimin
Keyword(s):  
Social Media ◽  
Native Speaker ◽  
English Learner ◽  
Language Competence ◽  
Cultural Aspects ◽  
The Social ◽  
The One ◽  
Descriptive Method ◽  
British People

This research describes the cultural obstacles in the communication oral and written between native speaker and non native speaker in English.  The obstacles of cultural is one of main obstacles in the  two peoples of communication in the different culural. The research,especially describes the one case of communication between Indonesian people and British people in the social media WhatsApp. The main data of the research is the communication transcript in the social media WhatsApp. Besides of that, the data comes from the interview with the responden.             The research is the case study of the Indonesian people and British people. The data analysis uses qualitative and descriptive method. The result of research shows the miscommunication from different cultural in English. This miscommunication not only caused of the skill of language(language competence) but also difference of cultural between of two peoples. Suggested  to the English learner that  not only learns in the languages aspects but also learns in the cultural aspects, because both of them coud not separate and interplay each others.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

scholarly journals ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Agung Wicaksono
Keyword(s):  
Second Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
Systematic Technique ◽  
English Class ◽  
The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is  found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on  the materials difficulties. Furhermore, the most frequent  communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

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