N. A. Razak, Nur Azreen Farihah binti Ahmad, Nabila Binti Suhaimi, Khairun Nadrah Binti Saidin, Abdul Azim Bin Mahda
This study was conducted to investigate on how does the multilingual and multicultural factor affect an individual oral literacy by conducting an interview session and correspondingly examine the features of the conversation from the interview session through a conversational analysis method. The purpose of the study is to have a better understanding of the strategies involved during the learning and acquisition process, the peers and surroundings of the participants, the elements of multiculturalism and multilingualism exhibited in the case of study. The studies show a different strategy was adopted in order to achieve the communicative competence as suggested by Canale and Swain (1980). The results shows that the learners achieved the communicative competence by recognizing the specific structure and features of the language (grammatical competence), understanding the historical background of the ethnicity belong to the language (sociolinguistic competence), practicing the languages ( strategic competence) and understanding the language coherent by listening (discourse competence).
{"title":"Multilingualism and Multiculturalism Impact on Shaping Oral Literacy and Communicative Competence","authors":"N. A. Razak, Nur Azreen Farihah binti Ahmad, Nabila Binti Suhaimi, Khairun Nadrah Binti Saidin, Abdul Azim Bin Mahda","doi":"10.48185/tts.v1i1.67","DOIUrl":"https://doi.org/10.48185/tts.v1i1.67","url":null,"abstract":"This study was conducted to investigate on how does the multilingual and multicultural factor affect an individual oral literacy by conducting an interview session and correspondingly examine the features of the conversation from the interview session through a conversational analysis method. The purpose of the study is to have a better understanding of the strategies involved during the learning and acquisition process, the peers and surroundings of the participants, the elements of multiculturalism and multilingualism exhibited in the case of study. The studies show a different strategy was adopted in order to achieve the communicative competence as suggested by Canale and Swain (1980). The results shows that the learners achieved the communicative competence by recognizing the specific structure and features of the language (grammatical competence), understanding the historical background of the ethnicity belong to the language (sociolinguistic competence), practicing the languages ( strategic competence) and understanding the language coherent by listening (discourse competence).","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127423241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examined the vital importance of conjoining between such notions as ‘formal culture’ and ‘deep culture’ as two inextricable aspects of EFL teaching and learning. There is a tacit assumption here that if Moroccan learners of EFL are not assisted through recognizing some aspects pertaining to English ‘deep culture’, many intercultural difficulties and misunderstandings may result. The two aspects of English language learning and teaching should in no way be looked at as being mutually exclusive. Rather, they are two intertwined facets of the same coin. The examination of many instances of intercultural misunderstanding demonstrates that a holistic vision of deep culture (nonverbal behaviour along with some extra-linguistic features of the target language) ought to be incorporated as a basic course supplementing the existing teaching materials geared to foster Moroccan university students’ intercultural nonverbal competence. This paper ends up discussing the implications for the implementation of some strategies to foster foreign language students’ nonverbal communication skills as an integral part of a broader concept of ‘intercultural nonverbal competence’.
{"title":"Helping EFL Students Avoid Socio-pragmatic Failure: Focus on Nonverbal Intercultural Competence","authors":"Driss Benattabou","doi":"10.48185/tts.v1i1.45","DOIUrl":"https://doi.org/10.48185/tts.v1i1.45","url":null,"abstract":"This article examined the vital importance of conjoining between such notions as ‘formal culture’ and ‘deep culture’ as two inextricable aspects of EFL teaching and learning. There is a tacit assumption here that if Moroccan learners of EFL are not assisted through recognizing some aspects pertaining to English ‘deep culture’, many intercultural difficulties and misunderstandings may result. The two aspects of English language learning and teaching should in no way be looked at as being mutually exclusive. Rather, they are two intertwined facets of the same coin. The examination of many instances of intercultural misunderstanding demonstrates that a holistic vision of deep culture (nonverbal behaviour along with some extra-linguistic features of the target language) ought to be incorporated as a basic course supplementing the existing teaching materials geared to foster Moroccan university students’ intercultural nonverbal competence. This paper ends up discussing the implications for the implementation of some strategies to foster foreign language students’ nonverbal communication skills as an integral part of a broader concept of ‘intercultural nonverbal competence’.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130214823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammed Adulkareem A. Alkamel, Santosh S. Chouthaiwale
This research is an in-depth study to explore the availability and use of Information Communication Technology (ICT) in the departments of English, Yemen. This study aimed to compare public and private universities of Yemen in using ICT tools in the process of studying English as a Foreign Language (EFL). Two questions were used to formulate the study questionnaire and to collect data from 240 students from three public universities and 163 students from private universities. The collected data were analyzed using SPSS. The findings showed a disparity in the usages of ICT by students of Public and Private Universities due to a lack of adequate equipment and good infrastructure. However, the findings of the present study also showed that there is no difference in using computers by students of public and private universities in Yemen which highlights that the education system in Yemen seems to be the same in using ICT tools in learning English. In the case of internet connection, it is found that the availability of internet connection is better in public universities than in private universities.
{"title":"ICT Availability and Uses among Yemeni University EFL Students","authors":"Mohammed Adulkareem A. Alkamel, Santosh S. Chouthaiwale","doi":"10.48185/tts.v1i1.63","DOIUrl":"https://doi.org/10.48185/tts.v1i1.63","url":null,"abstract":"This research is an in-depth study to explore the availability and use of Information Communication Technology (ICT) in the departments of English, Yemen. This study aimed to compare public and private universities of Yemen in using ICT tools in the process of studying English as a Foreign Language (EFL). Two questions were used to formulate the study questionnaire and to collect data from 240 students from three public universities and 163 students from private universities. The collected data were analyzed using SPSS. The findings showed a disparity in the usages of ICT by students of Public and Private Universities due to a lack of adequate equipment and good infrastructure. However, the findings of the present study also showed that there is no difference in using computers by students of public and private universities in Yemen which highlights that the education system in Yemen seems to be the same in using ICT tools in learning English. In the case of internet connection, it is found that the availability of internet connection is better in public universities than in private universities.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114674829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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