This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
This document provides an overview of speech acts, including their definition, historical context, research methodologies used to study them, and empirical studies on speech act sets such as apologies, refusals, compliments, complaints, and requests. Speech acts are functional units of communication that depend on social and cultural factors. Researchers have studied their production and perception using methods like discourse completion tasks, role plays, and interviews. Studies have found differences between native and non-native speakers in selecting appropriate speech act strategies and forms.
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author conducted a study with 20 students over 5 debate sessions using topics like school uniforms and education funding. The debates significantly improved students' confidence, fluency, critical thinking, and awareness of self-learning. However, it did not strongly impact accuracy in pronunciation and grammar. Overall, the author concludes that English debate is a very effective method for enhancing students' speaking abilities.
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author observed 20 students participating in 5 debate meetings over various topics. Through the debates, the students gained confidence in speaking English and learned to independently develop and present arguments. The author found that English debate was an effective method for enhancing students' public speaking abilities and moving them towards more proficient English use.
Discourse structure chapter 4 by Ahmet YUSUFأحمد يوسف
This document discusses two views of discourse structure - as a product and as a process. It describes how discourse can be analyzed by looking at its hierarchical rank structure with different levels like lessons, transactions, exchanges, moves and acts. It also examines turn-taking in conversations and how speakers negotiate turns through mechanisms like pauses and intonation which can vary between cultures. Finally, it characterizes conversation as a mutually constructed process where participants feel their way forward together through established patterns and repair.
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
Learner Views Of Using Authentic Audio To Aid Pronunciation You Can Just Grab...englishonecfl
This document summarizes a study that investigated students' perceptions of using authentic audio texts (poetry, radio theater, short stories) to supplement pronunciation instruction. 24 graduate students enrolled in a pronunciation course and were assigned to listen to audio texts as homework and complete audio journals analyzing prosodic features. Results showed that students found benefits like increased awareness of stress/intonation. While most found radio theater most helpful due to interesting plots, some preferred poetry which clearly showed prosodic patterns. Challenges included not having time to listen and difficulty understanding texts. However, many reported being able to "feel" the language through authentic audio.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
A Literature Review On Strategies For Teaching Pronunciationenglishonecfl
This document reviews strategies for teaching English pronunciation. It begins by stating that pronunciation is often neglected in ESL/EFL classrooms despite its importance. The purpose is to review pronunciation teaching strategies from different sources.
The introduction discusses how pronunciation is still neglected worldwide and reviews research showing its importance for communication, listening comprehension, reading and spelling. The problem is identified as teachers lacking useful strategies for teaching pronunciation.
A theoretical framework of seven changes in second language learning and teaching paradigms is presented that has implications for pronunciation instruction. Research on the relationships between intelligibility, comprehensibility and accent is summarized, with limitations noted.
The literature review discusses researchers' views on the key contents of pronunciation instruction,
This document provides an overview of speech acts, including their definition, historical context, research methodologies used to study them, and empirical studies on speech act sets such as apologies, refusals, compliments, complaints, and requests. Speech acts are functional units of communication that depend on social and cultural factors. Researchers have studied their production and perception using methods like discourse completion tasks, role plays, and interviews. Studies have found differences between native and non-native speakers in selecting appropriate speech act strategies and forms.
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author conducted a study with 20 students over 5 debate sessions using topics like school uniforms and education funding. The debates significantly improved students' confidence, fluency, critical thinking, and awareness of self-learning. However, it did not strongly impact accuracy in pronunciation and grammar. Overall, the author concludes that English debate is a very effective method for enhancing students' speaking abilities.
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author observed 20 students participating in 5 debate meetings over various topics. Through the debates, the students gained confidence in speaking English and learned to independently develop and present arguments. The author found that English debate was an effective method for enhancing students' public speaking abilities and moving them towards more proficient English use.
Discourse structure chapter 4 by Ahmet YUSUFأحمد يوسف
This document discusses two views of discourse structure - as a product and as a process. It describes how discourse can be analyzed by looking at its hierarchical rank structure with different levels like lessons, transactions, exchanges, moves and acts. It also examines turn-taking in conversations and how speakers negotiate turns through mechanisms like pauses and intonation which can vary between cultures. Finally, it characterizes conversation as a mutually constructed process where participants feel their way forward together through established patterns and repair.
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
Learner Views Of Using Authentic Audio To Aid Pronunciation You Can Just Grab...englishonecfl
This document summarizes a study that investigated students' perceptions of using authentic audio texts (poetry, radio theater, short stories) to supplement pronunciation instruction. 24 graduate students enrolled in a pronunciation course and were assigned to listen to audio texts as homework and complete audio journals analyzing prosodic features. Results showed that students found benefits like increased awareness of stress/intonation. While most found radio theater most helpful due to interesting plots, some preferred poetry which clearly showed prosodic patterns. Challenges included not having time to listen and difficulty understanding texts. However, many reported being able to "feel" the language through authentic audio.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
A Literature Review On Strategies For Teaching Pronunciationenglishonecfl
This document reviews strategies for teaching English pronunciation. It begins by stating that pronunciation is often neglected in ESL/EFL classrooms despite its importance. The purpose is to review pronunciation teaching strategies from different sources.
The introduction discusses how pronunciation is still neglected worldwide and reviews research showing its importance for communication, listening comprehension, reading and spelling. The problem is identified as teachers lacking useful strategies for teaching pronunciation.
A theoretical framework of seven changes in second language learning and teaching paradigms is presented that has implications for pronunciation instruction. Research on the relationships between intelligibility, comprehensibility and accent is summarized, with limitations noted.
The literature review discusses researchers' views on the key contents of pronunciation instruction,
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
This document discusses the importance of teaching discourse intonation to ESL students. It argues that traditional structural approaches to teaching intonation in textbooks are inadequate and do not reflect natural speech. Discourse intonation views intonation holistically within broader contexts. The document advocates exposing students to discourse intonation through listening tasks and transcription exercises to help them interpret intonation patterns in authentic communication.
1) The study investigated how university students improved their English pronunciation through the online tool Voki.
2) 22 students used Voki to practice pronunciation of minimal pairs, diphthongs, and connected speech.
3) Results found most students agreed that using ICT tools like Voki helped improve their pronunciation and they enjoyed integrating technology into learning.
1. A study examined the use of the online tool Voki to improve English pronunciation among university students in a Pronunciation module.
2. Students engaged in activities on minimal pairs, diphthongs, and connected speech using Voki and were surveyed on their experience.
3. Results showed most students had a positive attitude towards using ICTs for pronunciation and believed it helped improve their skills, though some struggled with certain pronunciation elements and network issues arose.
Incidental factors of the learning process in the phonetics classjonacuso
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
Teaching speaking; a text based syllabus approachAtaMSaeed
1) The document presents a text-based approach for teaching speaking skills, focusing on analyzing spoken texts and the differences between spoken and written language.
2) A text-based syllabus is structured around authentic language samples that are held together by meaning and social context.
3) Spoken language differs from written in features like grammar, vocabulary, cohesion and purpose. A text-based approach helps identify important speaking genres and design coherent speaking tasks for learners.
This dissertation examines the relationship between language learners' anxiety and motivation when speaking up in English language learner (ELL) classrooms and mainstream classrooms with native English speakers. The study surveyed 132 high school English language learners and found that: 1) Their task orientation and language ego orientation differed between ELL and mainstream classrooms; 2) They reported feeling less pressure to speak but more anxious and participated less in mainstream classrooms; 3) Their task orientation was lower and avoidance orientations were higher in mainstream classrooms; and 4) High task orientation and encouragement from teachers/classmates in mainstream classrooms related to higher anxiety and lower participation. The results are discussed in relation to language ideology and power dynamics between native and non-native
1. The document discusses the debate around using bilingualism in language classes. It argues that using a student's first language (L1) in class can help rather than hinder their learning of a new language (L2).
2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
3. The document reviews the types of bilingualism and benefits of being bilingual, such as improved cognitive functioning, multitasking skills, memory, decision-making, and cultural understanding. Overall, it argues that L1 can facilitate, rather than impede
This document analyzes conversation analysis of naturally occurring conversations. It examines overlaps and gaps as indicators of turn-taking. Transcripts were created following CA conventions and analyzed turn-by-turn. Results found overlaps occurred without negative effects, disagreeing with prior research. Overlaps stimulated conversation rather than being seen as annoying. Actions in language were found to be universal, though further research is needed on cultural and gender differences in conversational interpretations.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
The Lingua Franca Core A New Model For Pronunciation Instructionenglishonecfl
The document discusses Jenkins' proposal of a Lingua Franca Core (LFC) pronunciation model for English as an International Language. The LFC aims to provide a more realistic and focused set of pronunciation targets than native English models. It includes consonants, long-short vowel contrasts, and core prosodic features like nuclear stress. However, some aspects of the LFC may not be more teachable or learnable than current approaches. There is also debate around excluding features like word stress and vowel reduction from the model. While the LFC aims to make pronunciation more accessible, questions remain around its feasibility and comprehensiveness.
This document summarizes research from several studies on learning Chinese conducted by scholars from various universities in Hong Kong. The studies focus on cracking difficulties in learning Chinese tones, characters, reading, and writing. They apply the theory of variation to show that learners discern features better when exposed to variation within contexts of invariance. For example, learners remember tones more clearly when consonants and vowels are kept constant but tones vary. The studies also find learners can generalize tonal patterns to new contexts.
This document discusses the effects of age on second language acquisition. It examines research on whether younger or older learners acquire an L2 more easily and to what level of proficiency. The research has produced mixed results and lacks consensus. Studies of naturalistic learning generally show that younger learners acquire a more native-like accent. However, formal learning environments may not provide enough exposure for younger learners to outperform older ones. It remains unclear whether advanced older learners can fully achieve native-level competence in grammar as well as pronunciation. More research is needed to untangle the effects of age from other factors.
This document discusses the use of corpus linguistics in language teaching and learning. It provides examples of how corpora can be used for vocabulary acquisition, grammar instruction, and developing classroom activities. Specific corpora mentioned include the British National Corpus and the International Corpus of Learner English. Benefits of corpus linguistics include helping learners understand typical language use and aiding in lifelong language learning.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models, and 2) an analytic-linguistic approach developed later using phonetic tools to analyze and teach sounds explicitly. Subsequent sections outline methods like Audiolingualism and the Communicative Approach, discussing techniques such as minimal pairs, tongue twisters, and using visual aids to teach pronunciation communicatively and improve intelligibility.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models without explicit instruction, and 2) an analytic-linguistic approach developed later using tools like phonetic alphabets to explicitly teach sounds. Subsequent methods incorporated aspects of both, including the Direct Method using imitation with some analysis, and Audiolingualism using imitation supported by linguistic information and minimal pair drills. Later approaches like the Cognitive Approach deemphasized pronunciation. The Communicative Approach stresses the importance of intelligible pronunciation for communication. The document outlines techniques commonly used to teach pronunciation communicatively.
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
This document discusses the importance of teaching discourse intonation to ESL students. It argues that traditional structural approaches to teaching intonation in textbooks are inadequate and do not reflect natural speech. Discourse intonation views intonation holistically within broader contexts. The document advocates exposing students to discourse intonation through listening tasks and transcription exercises to help them interpret intonation patterns in authentic communication.
1) The study investigated how university students improved their English pronunciation through the online tool Voki.
2) 22 students used Voki to practice pronunciation of minimal pairs, diphthongs, and connected speech.
3) Results found most students agreed that using ICT tools like Voki helped improve their pronunciation and they enjoyed integrating technology into learning.
1. A study examined the use of the online tool Voki to improve English pronunciation among university students in a Pronunciation module.
2. Students engaged in activities on minimal pairs, diphthongs, and connected speech using Voki and were surveyed on their experience.
3. Results showed most students had a positive attitude towards using ICTs for pronunciation and believed it helped improve their skills, though some struggled with certain pronunciation elements and network issues arose.
Incidental factors of the learning process in the phonetics classjonacuso
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
Teaching speaking; a text based syllabus approachAtaMSaeed
1) The document presents a text-based approach for teaching speaking skills, focusing on analyzing spoken texts and the differences between spoken and written language.
2) A text-based syllabus is structured around authentic language samples that are held together by meaning and social context.
3) Spoken language differs from written in features like grammar, vocabulary, cohesion and purpose. A text-based approach helps identify important speaking genres and design coherent speaking tasks for learners.
This dissertation examines the relationship between language learners' anxiety and motivation when speaking up in English language learner (ELL) classrooms and mainstream classrooms with native English speakers. The study surveyed 132 high school English language learners and found that: 1) Their task orientation and language ego orientation differed between ELL and mainstream classrooms; 2) They reported feeling less pressure to speak but more anxious and participated less in mainstream classrooms; 3) Their task orientation was lower and avoidance orientations were higher in mainstream classrooms; and 4) High task orientation and encouragement from teachers/classmates in mainstream classrooms related to higher anxiety and lower participation. The results are discussed in relation to language ideology and power dynamics between native and non-native
1. The document discusses the debate around using bilingualism in language classes. It argues that using a student's first language (L1) in class can help rather than hinder their learning of a new language (L2).
2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
3. The document reviews the types of bilingualism and benefits of being bilingual, such as improved cognitive functioning, multitasking skills, memory, decision-making, and cultural understanding. Overall, it argues that L1 can facilitate, rather than impede
This document analyzes conversation analysis of naturally occurring conversations. It examines overlaps and gaps as indicators of turn-taking. Transcripts were created following CA conventions and analyzed turn-by-turn. Results found overlaps occurred without negative effects, disagreeing with prior research. Overlaps stimulated conversation rather than being seen as annoying. Actions in language were found to be universal, though further research is needed on cultural and gender differences in conversational interpretations.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
The Lingua Franca Core A New Model For Pronunciation Instructionenglishonecfl
The document discusses Jenkins' proposal of a Lingua Franca Core (LFC) pronunciation model for English as an International Language. The LFC aims to provide a more realistic and focused set of pronunciation targets than native English models. It includes consonants, long-short vowel contrasts, and core prosodic features like nuclear stress. However, some aspects of the LFC may not be more teachable or learnable than current approaches. There is also debate around excluding features like word stress and vowel reduction from the model. While the LFC aims to make pronunciation more accessible, questions remain around its feasibility and comprehensiveness.
This document summarizes research from several studies on learning Chinese conducted by scholars from various universities in Hong Kong. The studies focus on cracking difficulties in learning Chinese tones, characters, reading, and writing. They apply the theory of variation to show that learners discern features better when exposed to variation within contexts of invariance. For example, learners remember tones more clearly when consonants and vowels are kept constant but tones vary. The studies also find learners can generalize tonal patterns to new contexts.
This document discusses the effects of age on second language acquisition. It examines research on whether younger or older learners acquire an L2 more easily and to what level of proficiency. The research has produced mixed results and lacks consensus. Studies of naturalistic learning generally show that younger learners acquire a more native-like accent. However, formal learning environments may not provide enough exposure for younger learners to outperform older ones. It remains unclear whether advanced older learners can fully achieve native-level competence in grammar as well as pronunciation. More research is needed to untangle the effects of age from other factors.
This document discusses the use of corpus linguistics in language teaching and learning. It provides examples of how corpora can be used for vocabulary acquisition, grammar instruction, and developing classroom activities. Specific corpora mentioned include the British National Corpus and the International Corpus of Learner English. Benefits of corpus linguistics include helping learners understand typical language use and aiding in lifelong language learning.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models, and 2) an analytic-linguistic approach developed later using phonetic tools to analyze and teach sounds explicitly. Subsequent sections outline methods like Audiolingualism and the Communicative Approach, discussing techniques such as minimal pairs, tongue twisters, and using visual aids to teach pronunciation communicatively and improve intelligibility.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models without explicit instruction, and 2) an analytic-linguistic approach developed later using tools like phonetic alphabets to explicitly teach sounds. Subsequent methods incorporated aspects of both, including the Direct Method using imitation with some analysis, and Audiolingualism using imitation supported by linguistic information and minimal pair drills. Later approaches like the Cognitive Approach deemphasized pronunciation. The Communicative Approach stresses the importance of intelligible pronunciation for communication. The document outlines techniques commonly used to teach pronunciation communicatively.
Similar to Conversation Analysis: Directness in NNS's Dispreferred Responses (20)
El Consejo de Unidad Académica (CUA) es el órgano colegiado máximo de una facultad, integrado por el Director, Secretario Académico y representantes de sectores académicos y no académicos. El CUA toma decisiones de manera colegiada en lugar de una sola persona, y sus funciones incluyen nombrar al Director, aprobar planes y presupuestos, y estudiar asuntos académicos. Para ser consejero estudiantil se requiere estar inscrito, tener buen promedio, y no
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
This is the slide show for my presentation on the benefits of bilingualism. Thanks for those attending the teleconference, I thought I should share this with you.
These are the lyrics to the song we will be using as an example of the importance of culture in language learning. Please follow the instructions on the activity (YouTube Video).
This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
This is the first task for the activity on Discourse Competence. Please make sure you download and/or print all of the activities before you follow the lesson (YouTube).
This is the file for the exercise on formatting a research paper. You will download it. Then, after Reading the guidelines, you will fix all of the format errors in the paper.
These are the general APA guidelines for formatting a research paper. The source is my book The Ultimate Guide to Writing a Thesis in TESOL/AL (Second Edition-in press.
2020 American English e teacher application summerRoberto Criollo
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshopRoberto Criollo
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive scheme for describing language proficiency using common reference levels, with parameters and categories to define user competencies. The Framework is intended as a tool for practitioners to define objectives and align their work, not to impose methods or objectives.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Conversation Analysis: Directness in NNS's Dispreferred Responses
1. 1
Directness of Nonnative Dispreferred Responses in a Debate:
The Need for Implementing Conversation Strategies in EFL
Instruction
By
Roberto Criollo
Columbia University, NYC-Benemérita Universidad Autónoma de
Puebla
Proceedings of the XIV FEULE. Toluca, EDOMEX.
Abstract
Nonnative linguistic production has been found to be qualitatively and
quantitatively different from the native speaker rules at the phonological,
grammatical, lexical, and pragmatic levels. This paper explores the more
challenging and crucial differences that arise at the level of actual
communicative interaction through a conversation analysis in which NNS
were found to disagree more bluntly. The most salient differences of native
and nonnative dispreferred responses are presented and discussed, along
with their implications for ELT.
2. 2
CHAPTER ONE: INTRODUCTION
Dispreferred responses have been studied before by numerous researchers,
many of whom have been particularly concerned with face-threatening acts. Beebe and
Takahashi (1989a and 1989b), Takahashi and Beebe (1987) and Beebe, Takahashi and
Uliss-Weltz (1990) concentrated on refusals, which belong to the broader category of
dispreferred responses (Levinson 1983). While these studies have been sociolinguistic in
nature, the interactive aspect of this phenomenon in conversation remains unexplored.
The purpose of this paper is, then, to analyze and describe pragmatic strategies in
the context of talk-in-interaction. We will be focusing on dispreferred responses
(Levinson 1983, Pomerantz 1984) and how they are performed by native and nonnative
speakers with high proficiency in the language to find out whether and to what extent the
strategies used by both groups are the same or different during the course of a debate. In
so doing, we expect to increase our understanding of conversational structures, and the
development of discourse and strategic competence (Canale 1980) in nonnative speakers,
which are essential components of communicative competence (Hymes 1977, in Brumfit
and Johnson 1979; Coulthard 1985) that have generally been neglected in the language
classroom.
This study sets out to answer the following research questions:
1) What are some characteristics of dispreferred responses produced by native
and highly proficient nonnative speakers of English during the course of a
debate?
2) Do these characteristics change throughout interaction?
3. 3
3) Are there any differences in the conversation strategies used by native and
nonnative speakers?
4) If so, what are the most salient differences between native and nonnative
dispreferred responses?
5) Based on the findings of this research. What conclusions can be drawn about
conversation strategies and what are the implications for the EFL classroom?
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CHAPTER TWO: LITERATURE REVIEW
Levinson (1983) and Pomerantz (1984) characterize preferred and dispreferred
responses, pointing out that in conversation there is a natural tendency to preferred
responses, which are delivered quickly and are short. On the other hand, dispreferred
responses are performed with some delay (between and within turns), variously hedged,
and indirect.
Pomerantz (1984) points out that dispreferred responses occur for several reasons.
First, when the next speaker does not understand what the current speaker is talking
about, or when the current speaker uses terms unclear or unknown to the recipient.
Second, when the speaker says something on the belief that the next speaker already
knows of. Third, a recipient’s hesitation can be explained on the grounds of disagreement
or lack of support with what is being said, and ‘The recipient may directly address the
prior talk, for example, confirm, elaborate on, challenge, query or disconfirm the
assertion. On the other hand, the interlocutor may look blank or questioning, or may make
hesitating noises such as Uhs, Ums, and Wells.
Levinson (1983)summarizes the correlations of content and format in adjacency
pair seconds as shown below in Table 1.
Table 1: Levinson’s Categorization of First and Second Parts
FIRST PARTS:
Request Offer/Invite Assessment Question Blame
SECOND PARTS:
Preferred: Acceptance Acceptance Agreement Expected Denial
answer
Dispreferred: Refusal Refusal Disagreement Unexpected Admis-
answer or sion
non-answer
5. 5
Schegloff, Jefferson and Sacks, for their part,(1977) provide a classification of
speakers’ preferred strategies for repair in conversation. In their paper, they conclude that
self-initiated, self-repair is the preferred strategy and other-initiated, other repair is the
least preferred one. In other words, when a breakdown in conversation is produced,
speakers prefer to correct themselves before they may be corrected by somebody else.
The models above will be useful to describe cases of dispreferred responses as
they appear in the transcribed talk of native and nonnative speakers to analyze how both
groups perform dispreferred responses when disagreeing to opinions, assessments, and
answering questions.
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CHAPTER THREE: METHODOLOGY
3.1 Participants
In order to compare and contrast the different elements and particularities of talk-
in-interaction for native and nonnative speakers, two groups of four people were selected
to participate in this study. All eight subjects were graduate students at Teachers College,
Columbia University. In the first group, all were native speakers of English and in the
second group, all members were highly proficient nonnative speakers from different
linguistic backgrounds: one Korean, one Chinese, one Albanian, and one Spanish.
The gender and sex for both groups was mixed and they were randomly chosen, to
avoid gender- or age-related particularities. However, both groups were formed with
graduate students at Teachers College, Columbia University, because they had to be able
to control the same topic and being in equal position to the different members of the
group.
3.3 Instruments
The data was collected from a recorded interaction elicited with a task sheet. This
task asked group participants to select the most appropriate kind of curriculum to be
chosen for a particular group of students (see simulation task in Appendix 1). Participants
were supposed to support a particular kind of curriculum and had to persuade the others
that their proposal was the most appropriate, using their convincing strategies. This kind
of task was ideal to elicit dispreferred responses, since every person had to support one
argument and try to win.
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3.3 Procedures
First of all, both groups were given the task. Task sheets were handed separately
to each participant in the groups 20 minutes before the discussion, so that they could
study it and prepare individually for the conversation with the other people in their group.
Once they finished studying their task, both groups were taken to a different room
were they would talk for 20 minutes, and try to come to an agreement as to which kind of
curriculum they would choose. Participants were audio and videotaped in order to
achieve a good level of accuracy when transcribing, and for subsequent study or reference
in case the research wants to be extended to a broader domain (i.e. including body
language).
3.3 Data Analysis Procedures
The conversations were transcribed, first from the audiotapes and the difficult
parts (where the sound was not good) were contrasted and complemented with the
videotapes. A group of four people crosschecked the transcripts for a higher level of
accuracy. Four transcription drafts were written before getting to the final version. The
symbols used in the transcription are those proposed and used by Atkinson and Heritage
(1984).
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CHAPTER FOUR: FINDINGS
First of all, the data was examined to find instances of dispreferred responses
(DR), as defined by Levinson (1983) and Pomerantz (1984). Once the different adjacency
pairs including dispreferred responses were identified and isolated, the particular
characteristics of each sequence were examined.
4.1 DR at the Beginning of the Debate
A really interesting pattern was found in native-speaker dispreferred responses. In
this regard, participants exhibited almost all of the features described by Pomerantz
(1984) and Levinson (1983). They were delivered with some delay, a preface (generally a
token of agreement), a marker of dispreferred (but), and an account of the dispreferred.
Emphasis on agreement at the beginning of the turn containing the dispreferred was
prominent. Consider, for example, Fragment 1a, below.
Fragment 1a, NATIVE SPEAKERS: Opinion VS disagreement (p.2)
23 E: Uh I thought about-um- all the options. I
24 thought about grammar uh based curriculum
25 the TOEFL base curriculum and the TOEFL
26 opinion curriculum. Um and I think that - uh - both
27 of those kinds of curriculum are too narrow
28 for the students. Who are your students
29 first of all. Um they’ve been especially
30 prepared twenty of them uh to take parts in
31 (experimental) program. Chances are
01 they’re language teachers (although
02 necessarily >they have to pass the test<)
03 E: Um these people have learned other
04 languages in the past. So probably,
05 apparently they learned English as well
06 as others. And to- uh give’em the TOEFL-
07 account based curriculum, I think it’s giving them
08 a too narrow curriculum ‘cause they really
09 want to be prepared for experiences at TC.
10 opinion Um uhhh that’s why I think the content
11 based curriculum - that is- based on what
12 they will experience here. That’s what I
13 think is more necessary for them.
14 Agreemt A: I agree with you on many points, but I
9. 9
15 think - we need to go a little more toward
16 delay the grammar. Uh the TOEFL is, is, a lot of
17 grammar on that. =it’s almost scientific. =
18 account you have to know A plus B plus C. hhh
19 Although there will be content, - of course
20 you’ll get a lot of, in a time in America
21 living here, they need a lot of (doing)
22 disagremrnt function type of things, but I think it’ll
23 be much more useful to teach grammar
24 because that will help greatly in getting
25 over the TOEFL.
The nonnative group, in contrast, did not emphasize agreement, but only gave a
slight sign of acknowledgement, and even though they still made use of the features of
dispreferred responses, their responses were rather direct and immediate. Fragment 1b
below illustrates this.
Fragment 1b, NONNATIVE SPEAKERS: Opinion/stance VS
disagreement
07 opinion R: In my opinion, grammar is like the co:re -
08 of - language and the kind of skills that
09 they’re gonna need. (1.3) uh - I dunno,
10 stance what do you think? [ Maybe ]
11 token J: [Yeah, but] for six
12 disagreem months grammar based instruction - would be
13 boring I guess.
4.1 DR in the Middle Part of the Debate
Similar to the DRs at the beginning of the interaction, native speakers kept
emphasizing agreement. However, Fragment 2b below shows an even more complex
structure. After an opinion has been stated by A, M elaborates on his dispreferred. First,
he delays the dispreferred (‘well’) and makes use of a very strong token of agreement (‘I
agree with both of you one hundred percent’) followed by a marker of dispreferred
10. 10
(‘but..’, 2:30-3:01), then he offers an account, which is also very elaborate (3:03-18).
Finally, he gives the dispreferred (‘they don’t need it’,3:03-18).
Fragment 2a, NATIVE SPEAKERS: Opinion VS disagreement
25 opinion A: I feel that, uh grammar based course - will
26 help greatly in - both uh getting over the
27 TOEFL and toward life (2.0) at TC and -
28 life in New York.
29 Al: ((cough))
30 token M: Well - I agree with both of you one hundred
31 percent but that’s because you’re
01 supporting my argument.
02 All: ((laugh))
03 M: And this is why.
04 All: ((laugh))
05 delay M: Because [uh (1.0)
06 Al: [((clearing throat))
07 account M: You both were speaking about preparing
08 them for their experiences at TC, but that
09 makes me question. =We have to get them
10 into TC first, and they can’t get into TC
11 token unless they pass that test. So I agree we
12 do need a curriculum that address - the uh
13 addresses the, their very wide range of
14 interests and abilities, but -
15 unfortunately if they can’t pass that test,
16 then uh then their ability to ( )
17 acknowledge the grammar will never be put
18 disagreement to the test. =They don’t need it.
In contrast, nonnative speakers’ DRs became more direct. In fragment 2b, R’s
opinion (‘I thought it was very interesting’, 16:9) and ensuing stance (‘right?’, 16:12) are
followed by L’s immediate repair (‘I wouldn’t say exactly...’, 16:15). (other repair is the
least preferred type of repair). R’s dispreferred is immediate and categorical (‘you said
situations’, 16:17).
11. 11
Fragment 2b, NONNATIVE SPEAKERS: Opinion/stance VS other repair,
followed by disagreement
07 R: So what I was saying he was uh - with
08 Leonard something that Leonard said and I
09 opinion thought it was very interesting [is that
10 J: [Mmhm,
11 R: =(0.6) by providing them with situations,
12 stance right?=
13 J: =Mmhm,
14 R: To, [to
15 repair L: [I wouldn’t say exactly with situations
16 in the real sense
17 disagr. R: You said situations=
4.1 DR at the End of the Debate
Finally, Fragment 3a was taken from the last part of the interaction in the native
speaker group, where the conversation was coming to an end. Even when dispreferreds
needed to be more direct, NS were reluctant to disagree bluntly, as shown below.
Fragment 3a: NATIVE SPEAKERS: Stance VS distance
11 stance M: So I think we all agree? TOEFL right?
12 Al: OK. TOEFL
13 stance M: Alex?
14 delay A: (0.1)
15 A: I’m not sure.=
16 All: =((laugh))
17 distance A: I don’t I don’t
18 M: I - I
19 All: ((laugh))
20 disagr. A: I still maintain - that’s too narrow a
21 focus.
Nonnative speakers’ dispreferred responses at this stage of the interaction were
categorical and immediate. Something interesting in their interaction is that a flat
dispreferred triggers another flat dispreferred which did not seem to be the case with
native speakers in this data.
12. 12
Fragment 3b, NONNATIVE SPEAKERS: Opinion VS disagreement
followed by disagreement
19 opinion K: =These people should be continuously motivated
20 (0.4) to study.
21 token&disJ: Okay. But (0.5) I don’t think six months is
22 a (0.2) long term.
23 flat dis.K: It is.
24 flat dis. J: No - I don’t think so. But how can the
con…
The above analysis and data suggest that conversation in both groups displays a
gradually increasing tendency toward directness as the talk-in-interaction keeps
progressing. However, nonnative dispreferred responses were found to be more direct
and immediate.
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CHAPTER FIVE: CONCLUSIONS
In the previous pages the characteristics of dispreferred responses in the
conversational data from two groups of native and nonnative speakers were described and
discussed in order to identify patterns of differences or any other phenomena in the way
they uttered dispreferred responses.
It was found that native speaker talk displayed a few features distinctive from
nonnative speaker talk, where dispreferred responses are concerned. At the beginning of
the interaction native speakers emphasized agreement, whereas nonnative speakers only
acknowledged it; at the end, native speakers less indirect in their dispreferred responses,
but did not reply with flat dispreferreds, whereas nonnative speakers responded to a direct
dispreferred with another direct dispreferred, as a closing third.
These findings can have many implications for teaching discourse skills in the
language classroom. They suggest that, at least in this data, native speakers seem to use
slightly different strategies in giving dispreferred responses from those of nonnative
speakers. This makes it necessary to include conversation skills into the language-
teaching syllabus, since the ultimate goal of language learners is to successfully interact
with native speakers of the target language. On the other hand, the analysis also shows
that dispreferred responses are not always delivered in the same way, but vary throughout
interaction. A language teacher should keep these things in mind in order to make better
decisions while teaching communicative skills.
14. 14
REFERENCES
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Variation in Second Language Acquisition’. In Gass et al. (eds.) 1989a.
Beebe, L. and Takahashi, T. (1989b). Sociolinguistic variation in face-threatening
speech acts, in Eisenstein (ed.) 1989.
Beebe. L., T. Takahashi, and R. Uliss-Weltz. (1990).Pragmatic transfer in ESL
refusals, in Scarcella et al (eds.) 1990.
Brumfit, C.J: and Johnson, K. (1979). The communicative approach to language
teaching. New York: Oxford University Press.
Canale, M. (1980). From communicative competence to communicative language
pedagogy. In J.C. Richards and R. Schmidt (eds.) Language in communication.
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Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to
second language teaching and testing. Applied Linguistics 1, 1-47.
Coulthard, M. (1985) (2nd
edition). An introduction to discourse analysis. 7: 147-59.
London: Longman.
Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.
Pomerantz, A. (1984). Pursuing a Response. In Atkinson J.M. and J. Heritage (eds.),
Structures of Social Action: Studies in Conversation Analysis (pp. 152-63).
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Richards, J.C., Platt, J., and Platt, H. (1992). Dictionary of language teaching and
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Schegloff, E., Jefferson, G., and Sacks, H.. 1977. The Preference for Self-correction in
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