The present study compares the effects of the second language (L2) reading and listening on incidental vocabulary learning and retention of three dimensions of word knowledge (i.e., part of speech, syntagmatic association, and form-meaning connection) among EFL learners. The relationship between word exposure frequency and vocabulary learning is also examined in reading versus listening. Sixty-three pre-intermediate EFL learners in four intact classes were randomly assigned to four experimental groups based on the number of target word (TW) exposures (i.e., 1, 3, 5, and 7 exposures) they received in treatment texts. The experimental groups read and listened to four texts with 36 TWs. The scores on the immediate and three-week delayed posttests revealed that reading contributed to a greater amount of vocabulary learning and retention in the three dimensions of word knowledge. The results further revealed that an increase in the word exposure frequency had a significant effect on acquiring form-meaning connection through reading, and on three dimensions through listening. Moreover, frequency improved retention gains in both input sources.
{"title":"The Effects of Reading and Listening on L2 Incidental Learning and Retention of Different Dimensions of Word Knowledge","authors":"S. Kaivanpanah, Is'haaq Akbarian, M. Rezaee","doi":"10.52547/lrr.13.5.4","DOIUrl":"https://doi.org/10.52547/lrr.13.5.4","url":null,"abstract":"The present study compares the effects of the second language (L2) reading and listening on incidental vocabulary learning and retention of three dimensions of word knowledge (i.e., part of speech, syntagmatic association, and form-meaning connection) among EFL learners. The relationship between word exposure frequency and vocabulary learning is also examined in reading versus listening. Sixty-three pre-intermediate EFL learners in four intact classes were randomly assigned to four experimental groups based on the number of target word (TW) exposures (i.e., 1, 3, 5, and 7 exposures) they received in treatment texts. The experimental groups read and listened to four texts with 36 TWs. The scores on the immediate and three-week delayed posttests revealed that reading contributed to a greater amount of vocabulary learning and retention in the three dimensions of word knowledge. The results further revealed that an increase in the word exposure frequency had a significant effect on acquiring form-meaning connection through reading, and on three dimensions through listening. Moreover, frequency improved retention gains in both input sources.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78367728","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}
The present study explored the Ecuadorian secondary school teachers' beliefs about teaching EFL in the context of national curriculum reform. The data comprised in-depth interviews with 16 teachers from 14 public secondary schools in Ecuador. The interviews were semi-structured, and they were guided by a set of questions probing into the teachers‟ beliefs about instructional design, assessment, teaching materials
{"title":"Exploring English Language Teaching in Ecuadorian Secondary Schools: Teachers’ Beliefs About the National Curriculum Reform","authors":"Carlos Lenin Alvarez Llerena, Xuan Van Ha","doi":"10.52547/lrr.13.5.5","DOIUrl":"https://doi.org/10.52547/lrr.13.5.5","url":null,"abstract":"The present study explored the Ecuadorian secondary school teachers' beliefs about teaching EFL in the context of national curriculum reform. The data comprised in-depth interviews with 16 teachers from 14 public secondary schools in Ecuador. The interviews were semi-structured, and they were guided by a set of questions probing into the teachers‟ beliefs about instructional design, assessment, teaching materials","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78967607","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}
The Analects of Confucius is one of the representative works of traditional Chinese culture and has been translated into different versions. Tsai Chih-Chung's English comic version is one of the most popular among the different translated versions. It has a considerable potential to spread Chinese culture by multimodal means. A brief review shows that so far, there have been few studies on Tsai Chih-Chung's Chinese classic comics from the perspective of multimodality. This study applies the analytical framework based on Kress and van Leeuwen’s “Visual Grammar” to Tsai Chih-Chung's English comic version of The Analects of Confucius , attempting to explore how the visual modes realize three meta-meanings in the English comic version. Through the analysis, it is found that the images in Tsai Chih-Chung's English comic version fully realize the representational meaning, interactive meaning and compositional meaning. Furthermore, most of the images in Tsai Chih-Chung's English comic version realize more than just one meta-meaning, and more frequently include all three meta-meanings. By combining the texts and images organically, Tsai Chih-Chung's English comic version has been successful in attracting readers to read the classic, deepening the readers’ understanding of the classic and finally making them accept the cultural essence embedded in it. This study provides a case reference for the analysis of multimodal discourse in Chinese classic comics, and also contributes to optimizing Chinese classic comics’ design and innovation.
{"title":"Analyzing the English Comic Version of The Analects of Confucius Based on Visual Grammar","authors":"Jiaming Qi, S. Hemchua","doi":"10.52547/lrr.13.5.15","DOIUrl":"https://doi.org/10.52547/lrr.13.5.15","url":null,"abstract":"The Analects of Confucius is one of the representative works of traditional Chinese culture and has been translated into different versions. Tsai Chih-Chung's English comic version is one of the most popular among the different translated versions. It has a considerable potential to spread Chinese culture by multimodal means. A brief review shows that so far, there have been few studies on Tsai Chih-Chung's Chinese classic comics from the perspective of multimodality. This study applies the analytical framework based on Kress and van Leeuwen’s “Visual Grammar” to Tsai Chih-Chung's English comic version of The Analects of Confucius , attempting to explore how the visual modes realize three meta-meanings in the English comic version. Through the analysis, it is found that the images in Tsai Chih-Chung's English comic version fully realize the representational meaning, interactive meaning and compositional meaning. Furthermore, most of the images in Tsai Chih-Chung's English comic version realize more than just one meta-meaning, and more frequently include all three meta-meanings. By combining the texts and images organically, Tsai Chih-Chung's English comic version has been successful in attracting readers to read the classic, deepening the readers’ understanding of the classic and finally making them accept the cultural essence embedded in it. This study provides a case reference for the analysis of multimodal discourse in Chinese classic comics, and also contributes to optimizing Chinese classic comics’ design and innovation.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82769907","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 study has two goals: first, to investigate prior language influence in the acquisition of object pronominalisation in the third language (L3) French by speakers whose first language (L1) grammar allows null objects; and, second, to find out whether non-native behaviour in relation to object pronominalisation is modulated by task type. I compare L3 speakers of French whose L1 is Sinhala and L2 English with L2 speakers of French whose L1 is English. Sinhala allows null objects, whereas null subjects are not allowed in French and English. Using data from a speaking task and acceptability judgement tasks, I found that the L3 speakers omit objects in production while demonstrating knowledge of the obligatory nature of French clitic pronouns in comprehension. The proficiency-matched L2 speakers, by contrast, do not omit objects. Drawing on Amaral and Roeper‘s (2014) Multiple Grammars account of multilingual knowledge, I argue that the increased processing load of the production task compared with the comprehension task leads to the L3 speakers resorting to structures available in their L1. While the L2 speakers may also resort to L1 structures under increased cognitive load, their L1 does not include null objects, hence null objects do not arise in the L2 group.
{"title":"Acquisition of L3 French Object Clitics by L1-Sinhala-L2-English Speakers","authors":"C. Gunawardena","doi":"10.52547/lrr.13.5.9","DOIUrl":"https://doi.org/10.52547/lrr.13.5.9","url":null,"abstract":"This study has two goals: first, to investigate prior language influence in the acquisition of object pronominalisation in the third language (L3) French by speakers whose first language (L1) grammar allows null objects; and, second, to find out whether non-native behaviour in relation to object pronominalisation is modulated by task type. I compare L3 speakers of French whose L1 is Sinhala and L2 English with L2 speakers of French whose L1 is English. Sinhala allows null objects, whereas null subjects are not allowed in French and English. Using data from a speaking task and acceptability judgement tasks, I found that the L3 speakers omit objects in production while demonstrating knowledge of the obligatory nature of French clitic pronouns in comprehension. The proficiency-matched L2 speakers, by contrast, do not omit objects. Drawing on Amaral and Roeper‘s (2014) Multiple Grammars account of multilingual knowledge, I argue that the increased processing load of the production task compared with the comprehension task leads to the L3 speakers resorting to structures available in their L1. While the L2 speakers may also resort to L1 structures under increased cognitive load, their L1 does not include null objects, hence null objects do not arise in the L2 group.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90731864","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}
The self-monitoring technique, using the learners‟ annotations and teacher‟s response as its base, proved to be one of the beneficial alternatives for the traditional teacher feedback. Although some studies have been done on the effects of self-monitoring technique, more studies are still required to place this tactic at the forefront of educational practices. This study examined Iranian EFL learners‟ annotations in terms of their form and content. To this end, after homogenizing the participants, 30 university students were selected and received essay writing instruction employing the self-monitoring technique for eight sessions. The learners‟ annotations were gathered and classified in terms of their content and form based on the frameworks established by Sarabia, Nicolás, and Larioss (2012) and Storch and Tapper (1996) respectively. The research results, as for the content of the annotations, evinced that the largest number of annotations fell into the categories of lexis and syntax, and to a lesser extent the discourse organization. Regarding the form of the annotations, most of the learners‟ annotations fell into the category of “a demand for the correction of an L2 form”. The results of the chi-square test also showed that the difference in the content and use of language forms of annotations used by students was significant. Hence, the use of self-monitoring technique in writing courses brings a wealth of information regarding the writing content and problematic areas for both the teacher and learners as they can have discussions over the written text, making the process of writing more interactive.
{"title":"The Implementation of Self-Monitoring in Writing: Analyzing the Form and Content of EFL Learners’ Annotations","authors":"Masoomeh Estaji","doi":"10.52547/lrr.13.5.8","DOIUrl":"https://doi.org/10.52547/lrr.13.5.8","url":null,"abstract":"The self-monitoring technique, using the learners‟ annotations and teacher‟s response as its base, proved to be one of the beneficial alternatives for the traditional teacher feedback. Although some studies have been done on the effects of self-monitoring technique, more studies are still required to place this tactic at the forefront of educational practices. This study examined Iranian EFL learners‟ annotations in terms of their form and content. To this end, after homogenizing the participants, 30 university students were selected and received essay writing instruction employing the self-monitoring technique for eight sessions. The learners‟ annotations were gathered and classified in terms of their content and form based on the frameworks established by Sarabia, Nicolás, and Larioss (2012) and Storch and Tapper (1996) respectively. The research results, as for the content of the annotations, evinced that the largest number of annotations fell into the categories of lexis and syntax, and to a lesser extent the discourse organization. Regarding the form of the annotations, most of the learners‟ annotations fell into the category of “a demand for the correction of an L2 form”. The results of the chi-square test also showed that the difference in the content and use of language forms of annotations used by students was significant. Hence, the use of self-monitoring technique in writing courses brings a wealth of information regarding the writing content and problematic areas for both the teacher and learners as they can have discussions over the written text, making the process of writing more interactive.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90232624","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}
Résumé Le jugement professionnel est défini comme un processus qui mène à une prise de décision à partir de différentes considérations. Ces dernières se construisent par les processus cognitifs individuels et sociaux des enseignants. Dans cette perspective, le jugement professionnel, issu du processus cognitif des enseignants, contribue à la détermination des critères d’évaluation ainsi qu’à la prise de décisions sommatives. La présente étude vise à comprendre comment l’agir évaluatif des enseignants du FLE s’effectue lorsque le jugement évaluatif s'exerce dans des pratiques d’évaluation sommative. Dans cette visée, nous avons tenté de remettre en question l’influence du jugement professionnel des enseignants sur les quatre étapes de la démarche de prise de décision et d’attribution des notes à savoir . La définition de l’objet d’évaluation . Le recueil des informations . L’interprétation des informations recueillies à partir des critères d’évaluation établis . La prise des décisions. Dans le but de la réalisation de cette recherche, nous avons mis en œuvre des entretiens semi-dirigés en tant qu’outil de recherche et nous avons analysé et interprété le récit de pratiques évaluatives des participants à l’entretien. Les résultats montrent qu’il y a un écart entre la réalité des pratiques déclarées des enseignants et celle considérée comme souhaitable ainsi qu’il y a des obstacles et des tensions en ce qui a trait à la construction de la professionnalité du jugement professionnel d'évaluation des enseignants.
{"title":"Impact du jugement professionnel sur les pratiques évaluatives des enseignants du FLE en Iran","authors":"Asiyeh Khajehali, Mahmoud Reza Gashmardi","doi":"10.52547/lrr.13.5.21","DOIUrl":"https://doi.org/10.52547/lrr.13.5.21","url":null,"abstract":"Résumé Le jugement professionnel est défini comme un processus qui mène à une prise de décision à partir de différentes considérations. Ces dernières se construisent par les processus cognitifs individuels et sociaux des enseignants. Dans cette perspective, le jugement professionnel, issu du processus cognitif des enseignants, contribue à la détermination des critères d’évaluation ainsi qu’à la prise de décisions sommatives. La présente étude vise à comprendre comment l’agir évaluatif des enseignants du FLE s’effectue lorsque le jugement évaluatif s'exerce dans des pratiques d’évaluation sommative. Dans cette visée, nous avons tenté de remettre en question l’influence du jugement professionnel des enseignants sur les quatre étapes de la démarche de prise de décision et d’attribution des notes à savoir . La définition de l’objet d’évaluation . Le recueil des informations . L’interprétation des informations recueillies à partir des critères d’évaluation établis . La prise des décisions. Dans le but de la réalisation de cette recherche, nous avons mis en œuvre des entretiens semi-dirigés en tant qu’outil de recherche et nous avons analysé et interprété le récit de pratiques évaluatives des participants à l’entretien. Les résultats montrent qu’il y a un écart entre la réalité des pratiques déclarées des enseignants et celle considérée comme souhaitable ainsi qu’il y a des obstacles et des tensions en ce qui a trait à la construction de la professionnalité du jugement professionnel d'évaluation des enseignants.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86480612","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}
With its prevalence as a global language, universities in Vietnam have striven to enhance students’ proficiency in English. This endeavor responds to the language requirements set by Vietnamese Ministry of Education and Training (MoET), the prominence of English as a medium of instruction in higher education, and the necessity of preparing students for better employability. This study focuses on General English programs currently deployed in most universities in Vietnam in terms of expected learning outcomes, course design and assessment practices. Drawing on document analysis, it examines the General English program of a public university and a private one in Ho Chi Minh City in relation to these three components. Findings show that these universities conformed to MoET’s policy on language education but developed different approaches to language program design and assessment in order to achieve their respective learning outcomes and ensure the quality of language learning and teaching in their own contexts. This study provides course designers, coordinators and language teachers with in-depth understandings of the deployment of General English programs and the theoretical bases underpinning such processes. These insights will enable them to become more aware of the elements constituting such programs and the considerations to be taken in updating and innovating the language curricula.
{"title":"General English Programs in Tertiary Education in Vietnam","authors":"C. Pham","doi":"10.52547/lrr.13.5.7","DOIUrl":"https://doi.org/10.52547/lrr.13.5.7","url":null,"abstract":"With its prevalence as a global language, universities in Vietnam have striven to enhance students’ proficiency in English. This endeavor responds to the language requirements set by Vietnamese Ministry of Education and Training (MoET), the prominence of English as a medium of instruction in higher education, and the necessity of preparing students for better employability. This study focuses on General English programs currently deployed in most universities in Vietnam in terms of expected learning outcomes, course design and assessment practices. Drawing on document analysis, it examines the General English program of a public university and a private one in Ho Chi Minh City in relation to these three components. Findings show that these universities conformed to MoET’s policy on language education but developed different approaches to language program design and assessment in order to achieve their respective learning outcomes and ensure the quality of language learning and teaching in their own contexts. This study provides course designers, coordinators and language teachers with in-depth understandings of the deployment of General English programs and the theoretical bases underpinning such processes. These insights will enable them to become more aware of the elements constituting such programs and the considerations to be taken in updating and innovating the language curricula.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81243805","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}
Second language (L2) education researchers have recently been concerned about students' willingness to communicate (WTC) since communication competence is considered an ultimate goal of L2 education. This study examines factors affecting L2 WTC inside the classroom perceived by Vietnamese EFL teachersand their strategies to encourage students’ WTC inside the classroom. Data were collected from interviews with 30 Vietnamese EFL university teachers. Results showed that all the teachers believed students' L2 WTC inside the classroom influenced second language acquisition (SLA) and were aware of their role in encouraging WTC. Also, the teachers revealed that they used a wide range of strategies to encourage students’ WTC. The findings suggest that L2 teachers use a wide range of strategies to promote students’ WTC inside the classroom. It might be necessary for Vietnamese EFL teachers to update strategies to encourage WTC inside the classroom.
{"title":"Encouraging Vietnamese Students’ Willingness to Communicate Inside L2 English Classrooms","authors":"Hung Phu Bui, V. Q. Hoang, N. Nguyen","doi":"10.52547/lrr.13.5.17","DOIUrl":"https://doi.org/10.52547/lrr.13.5.17","url":null,"abstract":"Second language (L2) education researchers have recently been concerned about students' willingness to communicate (WTC) since communication competence is considered an ultimate goal of L2 education. This study examines factors affecting L2 WTC inside the classroom perceived by Vietnamese EFL teachersand their strategies to encourage students’ WTC inside the classroom. Data were collected from interviews with 30 Vietnamese EFL university teachers. Results showed that all the teachers believed students' L2 WTC inside the classroom influenced second language acquisition (SLA) and were aware of their role in encouraging WTC. Also, the teachers revealed that they used a wide range of strategies to encourage students’ WTC. The findings suggest that L2 teachers use a wide range of strategies to promote students’ WTC inside the classroom. It might be necessary for Vietnamese EFL teachers to update strategies to encourage WTC inside the classroom.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81572360","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}
Lexical richness in written language production has been examined in different contexts and in relation to different genres but research into the effects of within-genre topics on lexical richness is still limited and takes little account of learners’ perspectives. The present study therefore sought to understand the effects of topics on lexical richness (lexical density, lexical diversity and lexical sophistication) in written essays by Vietnamese EFL learners. Data were collected from sixty-four English-major university students who each wrote four essays on four different topics across two genres (persuasive and descriptive) in their normal classes as progress tests. Ten students were also interviewed after they had completed all the essays to understand their perceptions of the writing topics. Lextutor’s VocabProfile was used to obtain measures of lexical density, lexical diversity and lexical sophistication. The results showed mixed effects of writing topics on these three lexical measures. Learner perspectives provided insights into how cognitive and affective individual factors contributed to the complexity of topic influence. Pedagogical implications are discussed in regard to how to enhance productive lexical use in writing through task selection and instructional planning.
{"title":"The Effect of Topic on EFL Writing by Vietnamese Tertiary Students: Insights from Combining a Lexical Richness Analysis with Student Self-Reports","authors":"B. Nguyen, J. Newton, Quynh Phuong Ngoc Tran","doi":"10.52547/lrr.13.5.19","DOIUrl":"https://doi.org/10.52547/lrr.13.5.19","url":null,"abstract":"Lexical richness in written language production has been examined in different contexts and in relation to different genres but research into the effects of within-genre topics on lexical richness is still limited and takes little account of learners’ perspectives. The present study therefore sought to understand the effects of topics on lexical richness (lexical density, lexical diversity and lexical sophistication) in written essays by Vietnamese EFL learners. Data were collected from sixty-four English-major university students who each wrote four essays on four different topics across two genres (persuasive and descriptive) in their normal classes as progress tests. Ten students were also interviewed after they had completed all the essays to understand their perceptions of the writing topics. Lextutor’s VocabProfile was used to obtain measures of lexical density, lexical diversity and lexical sophistication. The results showed mixed effects of writing topics on these three lexical measures. Learner perspectives provided insights into how cognitive and affective individual factors contributed to the complexity of topic influence. Pedagogical implications are discussed in regard to how to enhance productive lexical use in writing through task selection and instructional planning.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76938044","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}
Text Self-Evaluation of Teacher Talk (SETT), comprised of four modes and 14 interactures, aims to make teachers cognizant of the importance of their classroom interactions. This study specifically elaborates on the skills and systems mode, which generally gives primacy to accuracy and is pertinent to the reading and writing literacy development course. The data were collected from five experienced elementary teachers - one female and four males - taking part in the official „Superior Teaching Style Contest‟ of the Ministry of Education in Iran. The data were analyzed using Walsh‟s (2006b) adapted SETT framework. The results showed that all of the interactures and pedagogic goals of the mode were observed in the analyzed data. Code-switching, as an added interacture to the mode, happened in all five teachers‟ recorded classes, especially when moving from one activity to another. The findings of the study provided robust evidence regarding the overuse of teacher echo in the mode.
{"title":"Classroom Discourse: The Skills and Systems Mode in the Persian Reading and Writing Literacy Development Course","authors":"Sam Saeedian","doi":"10.52547/lrr.13.5.10","DOIUrl":"https://doi.org/10.52547/lrr.13.5.10","url":null,"abstract":"Text Self-Evaluation of Teacher Talk (SETT), comprised of four modes and 14 interactures, aims to make teachers cognizant of the importance of their classroom interactions. This study specifically elaborates on the skills and systems mode, which generally gives primacy to accuracy and is pertinent to the reading and writing literacy development course. The data were collected from five experienced elementary teachers - one female and four males - taking part in the official „Superior Teaching Style Contest‟ of the Ministry of Education in Iran. The data were analyzed using Walsh‟s (2006b) adapted SETT framework. The results showed that all of the interactures and pedagogic goals of the mode were observed in the analyzed data. Code-switching, as an added interacture to the mode, happened in all five teachers‟ recorded classes, especially when moving from one activity to another. The findings of the study provided robust evidence regarding the overuse of teacher echo in the mode.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85874205","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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