Modal Usage of Advanced Korean EFL Learners, Young Korean EFL Learners, and Native English Speakers: A Corpora Comparison Study

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

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Impact of Videoconference with Native English Speakers on Chinese EFL Learners’ Oral Competence and Self-Confidence

Open Journal of Social Sciences ◽

10.4236/jss.2014.22008 ◽

2014 ◽

Vol 02 (02) ◽

pp. 54-60 ◽

Cited By ~ 4

Author(s):

Ruiling Lu ◽

Timothy A. Goodale ◽

Yanbing Guo

Keyword(s):

Native English Speakers ◽

English Speakers ◽

Efl Learners ◽

Self Confidence

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

Colombian Applied Linguistics Journal ◽

10.14483/22487085.81 ◽

2011 ◽

Vol 12 (2) ◽

pp. 25 ◽

Cited By ~ 4

Author(s):

Tanju Deveci

Keyword(s):

Negative Transfer ◽

Speech Act ◽

Native Speakers ◽

Native English Speakers ◽

English Speakers ◽

Efl Learners ◽

Coding Scheme ◽

Classroom Language ◽

Language Data ◽

Teacher Students

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

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

Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) ◽

10.35194/jj.v9i2.1609 ◽

2021 ◽

Vol 9 (2) ◽

Author(s):

Marsya Aprila Tayibnapis ◽

Lina Meilinda ◽

Yessy Purnamasari

Keyword(s):

Qualitative Research ◽

Foreign Language ◽

Language Learners ◽

English Language ◽

Native English Speakers ◽

English Speakers ◽

Efl Learners ◽

Foreign Language Learners ◽

Research Technique ◽

Lexical Collocations

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

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

English Review Journal of English Education ◽

10.25134/erjee.v7i2.1773 ◽

2019 ◽

Vol 7 (2) ◽

pp. 27

Author(s):

Tariq Elyas ◽

Noor Motlaq Alghofaili

Keyword(s):

Language Proficiency ◽

Native English Speakers ◽

Language Teachers ◽

English Speakers ◽

Efl Learners ◽

Ex Post ◽

English Speaking ◽

Native English Speaking ◽

Native English Speaking Teachers ◽

The Impact

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

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

English Language Teaching ◽

10.5539/elt.v9n4p214 ◽

2016 ◽

Vol 9 (4) ◽

pp. 214 ◽

Cited By ~ 1

Author(s):

Pattrawut Charoenroop

Keyword(s):

Native English Speakers ◽

English Speakers ◽

Classroom Context ◽

British English ◽

Efl Learners ◽

Future Studies ◽

South Africans ◽

Research Participants ◽

Positive Comment ◽

New Zealanders

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

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