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Journal articles on the topic 'Discourse analysis, english teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lee, Kathy. "An Analysis of English Teachers' Metalinguistic Discourse." Sociolinguistic Journal of Korea 26, no. 2 (2018): 195–223. http://dx.doi.org/10.14353/sjk.2018.26.2.07.

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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.012.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthardâ€™s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis

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Harahap, Alamsyah, and Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.12.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthardâ€™s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis

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Sharma, Bal Krishna. "Using Critical Discourse Analysis for understanding knowledge construction in English pedagogy." Bodhi: An Interdisciplinary Journal 5, no. 1 (2013): 53–79. http://dx.doi.org/10.3126/bodhi.v5i1.8045.

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This paper makes an attempt to make a better understanding of expert-teacher interactions through an examination of discursive practices by native English speaking ‘expert’ and English teachers from Asia. I analyzed ten online interaction events with an aim to scrutinize the construction of knowledge and expertise among in an unfolding interaction, and looked particularly into claims of expertise, participants’ positioning and identity in these virtual interactions, and any hierarchical differences in their discourses that result from the power differences between the ‘expert’ and the particip

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Celce-Murcia, Marianne. "Discourse Analysis and Grammar Instruction." Annual Review of Applied Linguistics 11 (March 1990): 135–51. http://dx.doi.org/10.1017/s0267190500002002.

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Only relatively recently has discourse analysis begun to have an impact on how English grammer (i.e., the rules of morphology and syntax) is taught to non-native speakers of English. In fact, a majority of teachers of English to speakers of other languages still conceive of grammer, and thus teach grammer, as a sentence-level phenomenon (if and when they teach it). This state-of-affairs reflects a rather counterproductive view of grammer since, as Bolinger (1968; 1977) has long argued, there are relatively few rules of English grammer that are completely context-free.

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Derin, Tatum, Nunung Susilo Putri, Mutia Sari Nursafira, and Budianto Hamuddin. "Discourse Analysis (DA) in the Context of English as a Foreign Language (EFL): A Chronological Review." ELSYA : Journal of English Language Studies 2, no. 1 (2020): 1–8. http://dx.doi.org/10.31849/elsya.v2i1.3611.

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This current study is interested in assessing the trending studies discourse analysis during the last five years in the specific context of English as a Foreign Language (EFL). Using the library research method, this study collected 131,000 results of relevant articles from Google Scholar open-access database. The data then analyse 40 selected articles as its main data with NVivo 12 software to ensure its qualitative. Chronologically, this study described how discourse analysis studies have evolved. At first, solely focusing on using discourse analysis to identify students’ problems in reading

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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.

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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by

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Simoneli, Barbara Cortat, and Kyria Rebeca Finardi. "Meeting the Other in Literature and ELT through the Critical Analysis of a Short Story." Studies in English Language Teaching 8, no. 2 (2020): p1. http://dx.doi.org/10.22158/selt.v8n2p1.

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This paper reflects about the role of English, Literature and teachers’ beliefs in English language teaching (ELT), addressing notions of native speakerism and Otherness in the critical analysis of James Kirkup’s (1994) short story “The Teacher of American Business English”. The methodology is qualitative and based on Content/Discourse Analysis linking the themes addressed in the story to the literature review that includes the role of English, the contact of languages and cultures, the development of beliefs and identities, and the socio-historical context of such occurrences. The critical an

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Babaii, Esmat, Abbas Parsazadeh, and Hassan Moradi. "The question of power in language classes from a critical discourse analysis perspective." Pragmatics and Society 8, no. 4 (2017): 542–70. http://dx.doi.org/10.1075/ps.8.4.04bab.

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Abstract Informed by the major tenets of critical discourse analysis, the present study attempted to expose the chasm between veteran English teachers enjoying a nation-wide popularity and those linguistically talented novices achieving locally mediocre fame in the Iranian EFL context. In so doing, two highly competent English teachers, each as a prime example of the above-mentioned camps, were selected to serve as the main participants of the research. The analysis of their classroom talk indicated that linguistic excellence could not fulfill the role of educated experience as far as discours

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Méndez, Pilar, Eliana Garzón, and Rodolfo Noriega-Borja. "English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses." English Language Teaching 12, no. 3 (2019): 65. http://dx.doi.org/10.5539/elt.v12n3p65.

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This paper problematizes the meaning of subjectivity constructed by Colombian English Teachers in response to a National Bilingual Program and its system of reason to produce English teachers&rsquo; identity and promote bilingual education. The double-side character of subjection/subjectification (Foucault, 1982) is used to analyze English teachers&rsquo; work of the self and contestarian/resistance practices to affirm themselves as researchers and critical thinkers but also to claim recognition as educators who produce relevant and situated knowledge. Historical Discourse Analysis, th

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Yao, Mingfa. "Structure Patterns of Code-Switching in English Classroom Discourse." English Literature and Language Review, no. 68 (October 2, 2020): 133–41. http://dx.doi.org/10.32861/ellr.68.133.141.

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This paper analyses the structure patterns of code-switching quantitatively and qualitatively based on EFL classroom discourse. Through the detailed analysis, the paper finds that there are different structure patterns in which teachers often switch their codes in English classroom. These structure patterns are reflected in different language levels: words and phrases level, clausal and sentence level. The functions of code-switching are determined by those structure patterns that teachers will choose for different purposes in the process of teaching.

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Seleem, Muhammad, Fatima Alam Khan, and Aleena Zaman. "Wh-Movement Pattern in the Spoken Discourse of Teachers: A Syntactic Analysis." Global Social Sciences Review III, no. II (2018): 400–420. http://dx.doi.org/10.31703/gssr.2018(iii-ii).23.

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This study investigates the syntactic structures of spoken discourse of teachers in academic discourse. The knowledge of syntactic structure of a language helps in understanding the spoken discourse. So, the study identifies the wh-Movement in the syntactic structures of teachers in English classroom sessions. The data was collected from two universities of Federal government, Pakistan. The one was Air University Islamabad and the second was National University of Modern Languages Islamabad. The data was collected through the recording tool where the English classroom sessions of the teachers

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Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.

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The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of Englis

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Abdullah Al-Ghamdi, Hanaa, and Abdullah Al-Bargi. "Investigating the Impact of Teachers’ Interaction Strategies on Enhancing EFL Students’ Contributions at King Abdulaziz University: A Classroom Discourse Analysis." International Journal of English Language Education 5, no. 2 (2017): 83. http://dx.doi.org/10.5296/ijele.v5i2.11801.

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This qualitatively designed study investigated the interaction strategies employed by English as a Foreign Language (EFL) teachers to enhance students’ contributions during classroom interaction, as well as exploring the impact of these strategies on Saudi EFL students’ verbal discourse in English Language Institute (ELI) at King Abdulaziz University. Nine teachers, along with their respective students participated in this study recording a ten-hour video and audio recordings representing the study’s primary data. All recorded (video and audio) data was transcribed and an Interaction Analysis

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Ghafarpour, Hajar. "Classroom Conversation Analysis and Critical Reflective Practice: Self-evaluation of Teacher Talk Framework in Focus." RELC Journal 48, no. 2 (2016): 210–25. http://dx.doi.org/10.1177/0033688216631173.

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The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English cou

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Riggenbach, Heidi. "Discourse Analysis and Spoken Language Instruction." Annual Review of Applied Linguistics 11 (March 1990): 152–63. http://dx.doi.org/10.1017/s0267190500002014.

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Several excellent articles and books have been written, based on discourse analyses of spoken language, which can infrom teachers (and teacher educators) about features and conventions that are unique to spoken English (Brown, et al. 1984, Brown and Yule 1983, Bygate 1987, Melrose 1989, Tannen 1989) or about differences between authentic, naturalistic discourse and that fount in textbooks (Cathcart 1989, Scotton and Bernstein 1988). These approaches, clearly, have applications and implications for language instruction. However, it is the intent of this paper to discuss the ways in which discou

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Hamzah, Hamzah, and Kurnia Ningsih. "PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 9, no. 1 (2015): 19. http://dx.doi.org/10.24036/ld.v9i1.6257.

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This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to pro

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Abdulmughni, Saleh Ahmed Saif. "Stylistics, Literary Criticism, Linguistics and Discourse Analysis." International Journal of English Linguistics 9, no. 2 (2019): 412. http://dx.doi.org/10.5539/ijel.v9n2p412.

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There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider

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Jazadi, Iwan. "An Oral Discourse Perspective on Second Language Learning." IJEE (Indonesian Journal of English Education) 2, no. 2 (2015): 132–44. http://dx.doi.org/10.15408/ijee.v2i2.3092.

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Teaching and learning to speak English using oral language data drawn from real life communication can be unique experiences for English teachers and students who usually rely on unauthentic written texts of a textbook. This small study focuses on a conversation involving the author and his native speaker counterpart. Entities of the conversation put under analysis and discussion include its register and generic structure, exchanges, prosodic features and communication strategies. The dialogic features of the text are presented in the data collection procedure and description section. The arti

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Zand-Moghadam, Amir, and Arya Golkhandan. "A Review of Discourse in English Language Education." Apples - Journal of Applied Language Studies 10, no. 1 (2016): 1–4. http://dx.doi.org/10.17011/apples/urn.201603141841.

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The main theme of this volume is to discuss discourse analysis and familiarize the readers, especially undergraduate students of TESOL and Education, with the main topics in discourse studies. According to Flowerdew, one of the features of this book is its focus on a wide range of approaches to discourse and discourse analysis, namely Systemic Functional Linguistics (SFL) and Register, Speech Act Theory, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis (CDA), and Corpus Linguistics. However, what distinguishes this book from others bo

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Chindemi, Gregory Paul. "Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.

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Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of workin

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Nashruddin and Putri Rahmawati Ningtyas. "English as Foreign Language (EFL) Teacher’s Questioning Strategies in Classroom Interaction." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 1 (2020): 5–11. http://dx.doi.org/10.31849/utamax.v2i1.3720.

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    ABSTRACT The objectives of this research were to find out the teacher’s questioning strategies, types of the questions, and the reasons of using the questioning strategies in classroom interaction.. This qualitative research using discourse analysis approach. The sample of this study was a teacher of SMPN 1 Tanete Riaja, Barru Regency Data collection of this research was conducted through recording, observation, and interview. The data collected were analyzed through conversational analysis that was used in analyzing teacher's questioning strategies, types of

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Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.

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The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers c

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Chubarova, Yulia, and Natalia Rezepova. "Discourse Elements in English Academic Discourse." Journal of Language and Education 2, no. 1 (2016): 56–64. http://dx.doi.org/10.17323/2411-7390-2016-2-1-56-64.

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This paper presents a study of discourse elements in spoken academic discourse – a lecture – and identifies their specificities. The study seeks to identify discourse elements in a wide body of research material; to study structural, functional and pragmatic features of discourse elements in terms of the implementation of the intentions of the speaker; to identify from the auditory analysis any prosodic features of discourse elements. Discourse elements are specifically defined from the point of view of their pragmatics: the intention of the speaker influences the language of the lecture and t

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Sujariati, Sujariati, Andi Qashas Rahman, and Murni Mahmud. "English Teacher’s Questioning Strategies in EFL Classroom at SMAN 1 Bontomarannu." ELT Worldwide: Journal of English Language Teaching 3, no. 1 (2016): 107. http://dx.doi.org/10.26858/eltww.v3i1.1884.

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The objectives of this research were to find out the teacher’s questioning strategies, the reasons of using the questioning strategies, and the effects of the questioning strategies on student’s learning activities. The samples of this research were the teachers of senior high school in Gowa (SMAN 1 Bontomarannu). The approach employed in this research was qualitative one. The type of this research belongs to discourse analysis. Data collection of this research was conducted through recording, observation, and interview. The data gathered were analyzed through conversation analysis which were

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Hamdan, Ayman Hamad Elneil, and Elsadig Ali Elsadig Elandeef. "Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting." International Journal of Linguistics, Literature and Translation 4, no. 3 (2021): 201–8. http://dx.doi.org/10.32996/ijllt.2021.4.3.23.

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This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills. It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is con

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Rondon-Pari, Graziela. "Analysis Of Classroom Discourse And Instructors Awareness Of Speech In A Spanish College Course." Journal of International Education Research (JIER) 7, no. 3 (2011): 17–24. http://dx.doi.org/10.19030/jier.v7i3.4971.

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This is an instrumental case study and consists of the description, analysis and interpretation of the teaching practices of a Spanish college instructor. The aim of this research project is to find answers to the following questions: What is the ratio of L1-L2 spoken in class? For what functions is each language used? And, are there inconsistencies between teachers beliefs and classroom practices in regards to the use of English and Spanish? Data were obtained from the tape recording of beginner level Spanish conversation classes in a private college in the Northeast. Other data sources inclu

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Dabiri, Asma. "A Critical Discourse Analysis on Teachers’ Verbal Feedback Patterns in EFL CLT Classrooms." JEES (Journal of English Educators Society) 3, no. 2 (2018): 129. http://dx.doi.org/10.21070/jees.v3i2.1262.

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As providing feedback can have an effective role for the learning process, this study with a critical discourse analysis point of view in social scientific research investigated feedback patterns of four English language teachers on learners’ responses in four English Language institutes with Communicative Language Teaching (CLT) approach toward teaching and learning. In doing so, the classes were observed. The interactions were audio-taped and transcribed. The findings revealed that in providing feedback to learners, teachers gave positive feedback (approving and repetition), interactional fe

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Harahap, Alamsyah, and Emzir emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.02.

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Durán, Norma Constanza. "Exploring gender differences in the EFL classroom." Colombian Applied Linguistics Journal, no. 8 (April 3, 2011): 123. http://dx.doi.org/10.14483/22487085.174.

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This article aims to describe a case study which explores teacher and students` conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students` interactions and interviews on the teacher’s and students` discourse. The analysis of the data revealed that in f

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Karanfil, Ferhat. "Ethnography of communication: An analysis of Turkish education minister’s speechon innovations." Global Journal of Foreign Language Teaching 10, no. 3 (2020): 191–97. http://dx.doi.org/10.18844/gjflt.v10i3.5073.

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Ethnography of communication (EOC)is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants’ understandings of and collaborative means of organising the forms of social interaction. The objective of the current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange and coordination of actions within the delivery of

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Warren, Amber N. "Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class." International Journal of Multicultural Education 20, no. 2 (2018): 58. http://dx.doi.org/10.18251/ijme.v20i2.1586.

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This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "THE LEVEL OF TEACHER'S FEEDBACK IN ENGLISH TEACHING: AN EFL CLASSROOM DISCOURSE ANALYSIS." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 1 (2020): 1. http://dx.doi.org/10.22219/celtic.v7i1.12237.

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The objectives of this research are to know the level of feedback applied by the EFL teacher at a junior high school in speaking class and to know the most frequent level of feedback employed by the EFL teacher. Moreover, this research conducts a qualitative research where the data of this research are the English teacher’s utterances when the teacher taught speaking for VII grade students at one of state junior high school at Sentani, Papua. Meanwhile, the data was gathered through observing and transcribing the video of English teaching and learning process. The analysis of the transcript re

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McAlinden, Maggie. "English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis." Australian Journal of Teacher Education 43, no. 10 (2018): 41–59. http://dx.doi.org/10.14221/ajte.2018v43.n10.3.

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McAlinden, Maggie. "English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis." Australian Journal of Teacher Education 43, no. 10 (2018): 41–59. http://dx.doi.org/10.14221/ajte.v43.n10.3.

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Iffat Rahmatullah, Shadma. "Significance of Mother Tongue influence on Saudi Female EFL Learners: a Critical Discourse Analysis." Arab World English Journal, no. 2 (January 15, 2021): 329–42. http://dx.doi.org/10.24093/awej/mec2.24.

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The speculation, that the Saudi EFL learners with less exposure to the target language exhibit more mother tongue influence on their second language speaking, is apparent. The phonetic similarity of two languages helps EFL learners to grasp the lexical accent with the accurate articulation of the words from the second language. However, the difference in sound patterns in various languages prompts the learners to mispronounce the words more frequently. This critical study endeavors to evaluate the influential aspects of the mother tongue on the EFL learners’ second language (L2) discourse. Thi

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Wisudawati, A'thi Fauzani, and Novi Ika Setyani. "Critical discourse analysis of global warming public service advertisement: implication for students." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (2018): 149. http://dx.doi.org/10.30659/e.3.2.149-160.

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Preventing global warming through advertisement is considered as potential appeal. Since advertisement became one of material taught in the school, the importance not only affects the citizen but also influences how the teachers deliver the material by advertisement media. This study aimed at analyzing 4 non-profit public service advertisements and investigating how governments or advertisers use discourse and semiotics to encourage people to commit global warming avoidance. The four advertisements analyzed are global warming advertisements which have been selected from government�s official w

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Macaluso, Kati, Cori McKenzie, Jennifer VanDerHeide, and Michael Macaluso. "Constructing English: pre-service ELA teachers navigating an unwieldy discipline." English Teaching: Practice & Critique 15, no. 2 (2016): 174–89. http://dx.doi.org/10.1108/etpc-02-2016-0035.

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Purpose The purpose of this paper is to describe a pedagogical innovation – a matrix construction exercise – intended to help pre-service teachers (PTs) navigate the multiple and oftentimes competing discourses that shape the school subject English Language Arts (ELA). Design/methodology/approach To explore the various ways the PTs drew on the discursively constructed paradigms of ELA throughout their teacher preparation program, researchers (themselves teacher educators) conducted an intertextual analysis (Prior, 1995) of PTs’ classroom texts and interview transcripts. Findings The intertextu

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Aiub, Giovani Forgiarini. "A imagem sobre o ensino de língua inglesa na escola pública: um repetível genérico." Cadernos do IL 1, no. 36 (2008): 111–25. http://dx.doi.org/10.22456/2236-6385.18918.

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A aprendizagem de línguas estrangeiras em escolas da rede pública, em especial a línguainglesa, tem se caracterizado principalmente por sua alta taxa de insucesso. Este trabalho, filiado àAnálise do Discurso francesa, busca saber quais são os discursos que circulam sobre a importância deensinar e de aprender a língua inglesa sob essas condições de produção, e busca saber qual oimaginário que o professor e o aluno da rede pública fazem dessa língua estrangeira. Para tanto, foramquestionados professores e alunos do ensino fundamental e médio, séries regulares e EJA, que já tenhampassado pela exp

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Alemi, Minoo, and Zia Tajeddin. "Pragmatic Rating of L2 Refusal: Criteria of Native and Non-native English Teachers." TESL Canada Journal 30, no. 7 (2014): 63. http://dx.doi.org/10.18806/tesl.v30i7.1152.

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Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assess- ment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES) teachers assigned to second language (L2) refusal pro- duction and the criteria they applied in their ratings. To this end, 50 NES and 50 NNES teachers participated in rating L2 refusal production of EFL learners that included responses to a 6-item written

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최윤희. "The effects of the English proficiency and the self-analysis of video-recorded microteaching discourse on pre-service English teachers’ teacher talks." Journal of the Korea English Education Society 14, no. 4 (2015): 181–201. http://dx.doi.org/10.18649/jkees.2015.14.4.181.

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Al-Ghamdi, Hanaa, and Abdullah Al-Bargi. "The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms." International Journal of Linguistics 9, no. 3 (2017): 79. http://dx.doi.org/10.5296/ijl.v9i3.11382.

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The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three

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Vodyanitskaya, Albina, and Vera Yaremenko. "WHAT IS VALUABLE IN THE ACADEME: CORPUS-BASED ANALYSIS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 437. http://dx.doi.org/10.17770/sie2020vol2.5131.

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The paper focuses on the corpus-based analysis of academic discourse values. The research aim is to reveal how teachers transmit academic discourse values through their everyday interactions with students (during lectures, seminars) and to reveal, which values are relevant for the students (based on the analysis of their essays, research papers and some such). The research relies on corpus-based approach and primary methods used are a semantic analysis and a context analysis as well as definition analysis of evaluative means. The research results have revealed that various values play importan

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Nair, Ramesh. "(Re)constructing Teacher Identity through the Contesting Narratives of ELT Associations." English Teacher 50, no. 2 (2021): 130–41. http://dx.doi.org/10.52696/dlpa6521.

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Discussions in the mainstream media about the declining standard of English in Malaysia have focused on a variety of contributing factors, one of the more prominent being the quality of teaching. English language teachers have been central actors in these narratives and are often easy targets for assigning blame. Left uncontested, such narratives have the capacity to shape a damaging image of Malaysian English language teachers which can have lasting implications for the ELT profession in the country. Fortunately, alternative voices emerge to challenge narratives describing Malaysian English l

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Husna, Nida, and Tahnia Lestari. "Empowering character building-based education: Discourse analysis on official English textbook." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (2019): 58–68. http://dx.doi.org/10.15408/tjems.v6i1.10354.

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AbstractPancasila is the ideology of the nation and becomes the foundation of Indonesian characters. However, based on the reality, there were many Indonesian’s characters that are far below expectation of the standard in Butir-butir Pancasila (Items of Pancasila), as a further explanation of the values in Pancasila. Therefore, it is needed to introduce of Pancasila and its 45 items in our formal education system. Textbook still become the primary media formal education schools. By assessing several books which were published by distinguished publishers and used in schools, it was found that t

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Thuong, Tran Thi Thanh, and Le Pham Hoai Huong. "Interactions in Non-English Major Large Classes in Vietnam." International Journal of English Linguistics 7, no. 2 (2017): 106. http://dx.doi.org/10.5539/ijel.v7n2p106.

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This study examines interactions in non-English major large classes in Vietnam. Audio recordings of classes of economics and business were used for data analysis. The study adopted sociocultural discourse analysis (Mercer, 2004) which focuses on the use of language as a social mode of thinking and a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. The findings show that teachers mediated learners with their prompts, questions and scaffolding. Interactions between teachers and students assisted students in understanding

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Mpofu, Nhlanhla, and Mncedisi C. Maphalala. "English language skills for disciplinary purposes: What practices are used to prepare student teachers?" South African Journal of Education 41, no. 1 (2021): 1–9. http://dx.doi.org/10.15700/saje.v41n1a1867.

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In the study reported on in this article, we explored the preparation practices used to prepare student teachers to use English language skills in disciplinary content teaching. Despite studies which emphasise generic academic literacy where language is a subset of this field discourse, there is a dearth of research studies on the use of English in the specific context of disciplines in initial teacher education (ITE), which is addressed here. Guided by social constructivism, we collected data from 102 purposively selected student teachers from 3 universities. A qualitative multiple case study

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Valigura, Olga, Valentyna Parashchuk, and Liubov Kozub. "Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse." Arab World English Journal, no. 3 (November 15, 2020): 16–25. http://dx.doi.org/10.24093/awej/elt3.2.

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Particular durable second language (L2) pronunciation distinctions of speakers who belong to the same first language (L1) community serve as their instant audio-identification markers, creating their typical phonetic portrait. Deviations in non-native English as a foreign language (EFL) teacher pronunciation remain a vibrant area of research due to their impact on speech intelligibility and comprehensibility, their pragmatic and emotional potential in oral verbal communication. The purpose of this contribution was to establish standard pronunciation deviations in academic speech of Ukrainian E

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Rattanavich, Saowalak. "The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies." English Language Teaching 10, no. 12 (2017): 58. http://dx.doi.org/10.5539/elt.v10n12p58.

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This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures

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Al-Issa, Ali S. M., Ali Hussain Al-Bulushi, Rima Mansoor Al-Zadjali, and John W. Schwieter. "A critical discourse analysis of the reasons underlying Arab student-teachers’ inadequate English language proficiency." Cogent Education 4, no. 1 (2017): 1340821. http://dx.doi.org/10.1080/2331186x.2017.1340821.

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