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Co-construction of Word Search Activities in Native and Non-native Speaker Interaction. Working Papers in TESOL
- Retrieved 26 Nov. 2009 online from: http://journals.tc-library.org/index.php/tesol/issue/view/22 Pekarek
, 2007
"... This paper examines the co-construction of word search activities between native and non-native speakers of English. Word searching occurs when two interlocutors use joint resources to retrieve a word that is alluding one of the interlocutors in conversation. Word searches are highly prevalent in in ..."
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This paper examines the co-construction of word search activities between native and non-native speakers of English. Word searching occurs when two interlocutors use joint resources to retrieve a word that is alluding one of the interlocutors in conversation. Word searches are highly prevalent in interaction, often becoming a central activity in non-native discourse. The focus of this article is twofold: first, on the sequential organization of the word search activity, and second, on the public structure of word searches. Using video recordings of English tutoring sessions and social gatherings of native and non-native speakers of English, the detailed practice of word searching was analyzed in this study. It examines the interactional process through which a distributed responsibility of participants for sequential coherence, meaning, and events is co-constructed (Jacoby & Ochs, 1995). This article argues that a word search activity is a social action, and interactions between native and non-native speakers of English demonstrate the ways through which participants coordinate this sequential and public action.
Does it Work? Implementing Communicative Language Teaching Approach in EFL Context
"... Language teaching is a dynamic filed of education where a cluster of changes have been suggested and implemented over time. Communicative Language Teaching (CLT) approach has been regarded as a harbinger of new era in language teaching. Initiated in the inner circle countries, its effects have now r ..."
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Language teaching is a dynamic filed of education where a cluster of changes have been suggested and implemented over time. Communicative Language Teaching (CLT) approach has been regarded as a harbinger of new era in language teaching. Initiated in the inner circle countries, its effects have now reached to the extreme outer circle countries. Yet, how far CLT approach is beneficial in English as a foreign language (EFL) context is still shrouded in mystery. This is a review article with an attempt to evaluate the feasibility of applying CLT approach in EFL context. To reach a final consideration, it will first explore the characteristics of CLT approach. Then it will analyze some of the prevailing empirical studies in pursuit of applying CLT approach in EFL countries. Finally, it will suggest some remedies to avoid the hurdles in its implementation in EFL context.
Teaching Conversation in the Second Language Classroom: Problems and Prospects
"... The current skills orientation to second language teaching and communication activities employed in communicative approaches have increased the amount of speaking practice in the classroom. Yet, the level of conversational competence reached by most instructed second language learners is far from sa ..."
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The current skills orientation to second language teaching and communication activities employed in communicative approaches have increased the amount of speaking practice in the classroom. Yet, the level of conversational competence reached by most instructed second language learners is far from satisfactory. This paper draws on concepts from conversational analysis, classroom discourse, and communicative competence in arguing for a direct approach to the teaching of conversation skills. It shows that materials and classroom activities used in communicative language teaching often fail to address the interactional dimension of conversation. The paper suggests principles and activities for the development of conversational competence in the classroom. It is common practice for general-purpose second/foreign language programmes to incorporate the teaching of speaking skills. The recognition of speaking as part and parcel 01 a second language curriculum is reflected in general methodology texts (e.g., Bowen, Madsen, & Hilferty, 1985; Doff, 1988; Nunan, 1991), as well as in second language syllabuses (e.g., Curriculum Development Committee/Council [CDC], 1981, 1983, 1994). Speaking is often broken down into subskills, one of which is the ability to take part in a conversation in the target language. This ability is often believed to be part of a learner's communicative competence (Faerch and Kasper, 1983), the ultimate goal of second language learning. Nunan (1991) suggested that "to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language " (p. 39). The importance attached to conversational 230 Paul Sze competence can be seen in the inclusion of a conversation section in many language proficiency/achievement tests (e.g., Australian Second Language
Research on language and learning: Implications for language teaching
- Journal of English Studies
, 2004
"... Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learnin ..."
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Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers ' and learners ' development.
Taking Students To Task: Task-Based Computer-IVIediated Communication And Negotiated Interaction In The ESL Classroom
, 2001
"... Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the aut ..."
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Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 9-Apr-2016 05:29:02 Link to item
Essay Instructed Second Language Acquisition Research and Its Relevance for L2 Teacher Education
"... Two areas of second language acquisition (SLA) research are distinguished as ‘naturalistic ’ and ‘instructed ’ SLA. The former refers to learning a second language (L2) through exposure to and interaction with native speakers of the language in much the same way that children acquire their first lan ..."
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Two areas of second language acquisition (SLA) research are distinguished as ‘naturalistic ’ and ‘instructed ’ SLA. The former refers to learning a second language (L2) through exposure to and interaction with native speakers of the language in much the same way that children acquire their first language. The latter refers to learners whose experience with the L2 is through learning it in a classroom setting. This article focuses on instructed SLA and addresses two specific questions: 1) Does type of instruction make a difference in L2 learning? 2) Are particular types of corrective feedback more effective for L2 learning than others? Theoretical and empirical work relevant to both questions is reviewed and implications for L2 teaching are discussed. econd language acquisition (SLA) is a field of study that investigates how a language (other than a first language) is learned during late childhood 1, adolescence and adulthood. It is a relatively new discipline, having emerged in the late 60’s, and is influenced by such fields as linguistics, second language teaching, psychology and first language (L1) acquisition. SLA focuses on the processes involved in learning a second/foreign language (L2)
ACKNOWLEDGMENTS
, 1999
"... This dissertation could not have been completed without the invaluable help and support I received from a number of people and organizations throughout my doctoral program at Texas Tech University. Furthermore, the assistance and cooperation of fiiends, family, colleagues, and students during the da ..."
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This dissertation could not have been completed without the invaluable help and support I received from a number of people and organizations throughout my doctoral program at Texas Tech University. Furthermore, the assistance and cooperation of fiiends, family, colleagues, and students during the data collection process in Argentina constitute two essential elements on which this research was built. First of all, I thank Dr. Patricia Goubil-Gambrell, my dissertation committee chair, for her assistance and feedback. Her sohd knowledge of research methodology assisted me the most during the data collection process, the design of surveys and interviews, and the first stages of my writing. Dr. Mary Jane Hurst, my second committee member, was one of my first instructors at Texas Tech University, and her unconditional moral support, academic assistance, and professionalism have been steady since then. For this particular work, she did an impeccable job guiding me through the difficult process of writing, in the absence of my dissertation committee chair. There are no words to express how indebted I feel towards her and her professional attitude towards my work. Dr. Fred O. Kemp, my third committee member, always showed his support
ii
, 2007
"... This copy is the property of Edith Cowan University. However, the literary rights of the author must also be respected. If any passage from this thesis is quoted or closely paraphrased in a paper or written work prepared by the user, the source of the passage must be acknowledged in the work. If the ..."
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This copy is the property of Edith Cowan University. However, the literary rights of the author must also be respected. If any passage from this thesis is quoted or closely paraphrased in a paper or written work prepared by the user, the source of the passage must be acknowledged in the work. If the user desires to publish a paper or written work containing passages copied or closely paraphrased from this thesis, which passages would in total constitute an infringing copy for the purpose of the Copyright Act, he or she must first obtain the written permission of the author to do so. iii This descriptive study investigated the interaction of teachers and learners in ten primary and secondary school languages other than English (LOTE) classes in Western Australia, with the aim of providing a detailed picture of its nature and patterns. Teachers ’ and learners ’ perceptions of this interaction were also examined as part of the study, through interviews conducted with them. Classroom interaction data were analysed using theoretical frameworks which drew on
A Discourse Analysis of Literature Discussions in a College-Level Intensive ESL Course
, 2012
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"... Educational discourse in teaching EFL to kindergarten children: an ethnographic study Praca doktorska napisana ..."
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Educational discourse in teaching EFL to kindergarten children: an ethnographic study Praca doktorska napisana
