Spontaneous classroom engagement facilitating development of L2 pragmatic competence

2021 ◽  
Author(s):  
Willian R. Acton ◽  
Angelina Van Dyke
Keyword(s):  
Theoretical Models ◽  
English For Academic Purposes ◽  
Pragmatic Competence ◽  
Classroom Engagement ◽  
Naturalistic Study ◽  
Written Discourse ◽  
Conversational Discourse ◽  
Face To Face ◽  
Spontaneous Interaction ◽  
Pedagogical Application

Abstract The question of how to teach toward social, cultural and linguistic L2 pragmatic competence has raised serious challenges (Kasper, 1997). This is more the case for spoken rather than written discourse. As can be expected, the underlying pragmatic implications of spontaneous face-to-face communication naturally constrains the interactional scope and its potential pedagogical application. To address this issue, this naturalistic study explores two key potential contributors to the development of oral pragmatic competence: meta-pragmatic classroom conversational discourse and the course framework supporting that kind of relatively spontaneous interaction. An English for Academic Purposes (EAP) course provided fluency practice protocols, instruction in pragmatic categories, analysis of conversational data and “live” in-class intervention, focusing on meaning and alternate expressions and forms. Those interventions were designed to enhance learners’ ability to self-assess, monitor and expand their interactional repertoires. Part of a larger research project examining principles of pragmatics applied in EAP instruction, this study focuses on data from spontaneous classroom interactions situated within the integrated instructional framework of the course. Results present a range of strategies employed by the instructor consistent with current theoretical models of factors or pedagogical interventions that facilitate development of pragmatic competence.

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 123-152
Author(s):  
Marcella Caprario
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English For Academic Purposes ◽  
Reflective Writing ◽  
Pragmatic Competence ◽  
Missed Opportunities ◽  
Self Reflection ◽  
And Performance ◽  
Communication Breakdowns ◽  
The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

Teaching English for Academic Purposes Through the Use of Digital Tools

2018 ◽  
pp. 1602-1634
Author(s):  
Tal Levy ◽  
Leslie J. Cohen
Keyword(s):  
Teaching And Learning ◽  
Development Program ◽  
English For Academic Purposes ◽  
Virtual Learning Environment ◽  
Teaching English ◽  
Online Programs ◽  
Face To Face ◽  
Use Of Technology ◽  
Academic Center ◽  
Digital Development

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.

Investigating the apology strategies of Saudi learners of English

2018 ◽  
Vol 9 (4) ◽  
pp. 598-625 ◽  
Author(s):  
Dina Abdel Salam El-Dakhs
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
Theoretical Models ◽  
Positive Influence ◽  
Pragmatic Competence ◽  
Learning Context ◽  
Completion Test ◽  
Native Speakers Of English ◽  
Saudi Arabic

Abstract The present study examines the apologetic behavior of Saudi learners of English in a foreign language learning context. The study also investigates the influence of language exposure, gender, distance and dominance on the learners’ apologies. To this end, a Discourse Completion Test was completed by (1) 411 Saudi learners of English, (2) 42 native speakers of Saudi Arabic and (3) 47 native speakers of English. The groups of native speakers provided the norms of apologetic behavior in the learners’ first (L1) and second (L2) languages. The results showed the Saudi participants’ preference for face-saving strategies to both the speaker and hearer, and a positive influence for increased L2 exposure on the learners’ pragmatic competence. The variables of gender, distance and dominance also proved influential but to varying degrees. The results are interpreted in light of the existing literature and theoretical models. Pedagogical implications and research directions are proposed.

Corpus-based research and pedagogy in EAP: From lexis to genre

2013 ◽  
Vol 48 (1) ◽  
pp. 99-116 ◽  
Author(s):  
Lynne Flowerdew
Keyword(s):  
Structure Analysis ◽  
English For Academic Purposes ◽  
Corpus Analysis ◽  
Academic English ◽  
Written Discourse ◽  
Lexical Bundles ◽  
Lexical Items ◽  
Lexical Approach

This plenary paper showcases current corpus-based research on written academic English, illustrating the tight links that exist between corpus research and pedagogic applications. I first explicate Sinclair's concept of the ‘lexical approach’, which underpins much corpus research and pedagogy. I then discuss studies which focus on individual lexical items, phraseology (including lexical bundles) and rhetorical functions. Finally, I examine studies that combine Swalesian move structure analysis with corpus analysis. Throughout the paper, I highlight the importance attached to lexis in both corpus research and pedagogic applications of corpus findings in the realm of written discourse in English for Academic Purposes (EAP), covering both general and more specific purposes.

scholarly journals Costs and effects of Internet cognitive behavioral treatment blended with face-to-face treatment: Results from a naturalistic study

2015 ◽  
Vol 2 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Robin M.F. Kenter ◽  
Peter M. van de Ven ◽  
Pim Cuijpers ◽  
Ger Koole ◽  
Safar Niamat ◽  
...  
Keyword(s):  
Behavioral Treatment ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment ◽  
Naturalistic Study ◽  
Treatment Results ◽  
Face To Face

scholarly journals Identifying the central symptoms of problematic social networking sites use through network analysis

2021 ◽  
Author(s):  
Andrea Svicher ◽  
Giulia Fioravanti ◽  
Silvia Casale
Keyword(s):  
Social Media ◽  
Network Analysis ◽  
Social Networking Sites ◽  
Self Regulation ◽  
Online Communication ◽  
Theoretical Models ◽  
Face To Face ◽  
General Preference ◽  
Use Of Social Media ◽  
Stability And Accuracy

AbstractBackgroundProblematic social media use (PSMU) has received growing attention in the last fifteen years. Even though PSMU has been extensively studied, its internal structure is not fully understood. We used network analysis to evaluate which symptoms and associations between symptoms are most central to PSMU – as assessed by the Generalized Problematic Internet Use Scale-2 adapted for PSMU – among undergraduates.MethodNetwork analysis was applied to a large gender-balanced sample of undergraduates (n = 1344 participants; M = 51.9%; mean age = 22.50 ± 2.20 years).ResultsThe most central nodes in the network were the difficulty of controlling one’s own use of social media, the tendency to think obsessively about going online, the difficulties in resisting the urge to use social media and the preference for communicating with people online rather than face-to-face. This last element was strongly associated with a general preference for online social interactions and the feeling of being more comfortable online. The network was robust to stability and accuracy tests. The mean levels of symptoms and symptom centrality were not associated.ConclusionsDeficient self-regulation and preference for online communication were the most central symptoms of PSMU, suggesting that these symptoms should be prioritized in theoretical models of PSMU and could also serve as important treatment targets for PSMU interventions.

The Effects of Flipping an English for Academic Purposes Course

2019 ◽  
Vol 11 (1) ◽  
pp. 26-41 ◽  
Author(s):  
Christopher Hughes
Keyword(s):  
Objective Assessment ◽  
English For Academic Purposes ◽  
Video Production ◽  
Flipped Learning ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Competency Based ◽  
Assessment Outcomes ◽  
Face Time

This article addresses the lack of research into the effects of flipping tertiary level English for Academic Purposes courses. An experimental method was used to compare the outcomes and satisfaction of students (n=29) enrolled in a flipped and a traditional version of an Advanced Presentation and Discussion course at a university in South Korea. Results show that students in the traditionally taught class achieved better objective assessment outcomes, students in the flipped class achieved better competency-based assessment outcomes, and satisfaction was the same. These findings are of interest because they confirm some previous assertions about flipped learning while contradicting others. It is suggested that instructors need to consider the instructional design, video production, use of face-to-face time, and audience-specific considerations at the outset of establishing a course in order to develop effective learning environments.

scholarly journals Oromo Oral Literature for Environmental Conservation: A Study of Selected Folksongs in East and West Hararghe Zones

Humanities ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 94
Author(s):  
Geremew Chala Teresa ◽  
Hunduma Dagim Raga
Keyword(s):  
Qualitative Data ◽  
Theoretical Models ◽  
Environmental Conservation ◽  
Oral Literature ◽  
Snowball Sampling ◽  
Environmental Implication ◽  
Face To Face ◽  
Knowledge And Beliefs ◽  
Aesthetic Values

This paper presents the values, knowledge and beliefs of the environment that are inscribed in the Oromo folksongs with particular reference to Eastern and Western Hararghe zones of Oromia regional state. The paper discusses the various contributions of the Oromo folksongs in conserving the environment. The paper is based on the qualitative data produced through face-to-face interviews, non-participant observations and document analysis of both published and unpublished sources. The data used in this paper were collected from 24 individuals of the community leaders, elders and sheekaas by using purposive and snowball sampling techniques. The analysis of the paper is employed in functional, contextual and ecocritical theoretical models. In order to arrive at the various ideas of folksongs connected to the environmental conservation, some selected folksongs were carefully designated. The paper attempts to address the contexts in which the folksongs reflect the viewpoints of environment. It also tries to explore the role of Oromo folksongs and their implications in the efforts of wide-reaching environmental views. The position of this paper is that indigenous knowledge (Oromo folksongs) is an effective vehicle in supplementing the existing efforts of conserving the environment through imagery, metaphoric, and symbolic description. Based on the analysis, this paper addresses the association that the Oromo people have strong reflections of environmental conservation through its folksongs. On the basis of the contextual analysis, we classified the folksongs that have environmental implication into four sub-divisions: (1) for utilitarian reason, (2) for visualization, (3) for aesthetic values and (4) for morality purpose.

scholarly journals Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Michael Agyemang Adarkwah ◽  
Yu Zeyuan
Keyword(s):  
International Students ◽  
Self Efficacy ◽  
English Language ◽  
Course Evaluation ◽  
English For Academic Purposes ◽  
Online Questionnaire ◽  
Group Discussions ◽  
Face To Face ◽  
English Speaking ◽  
English Students

The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.

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