This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research. This study, however, limits the focus to types of methods and oral corrective feedback. This study involves two groups of participants, namely a group of EFL learners and an English teacher. This qualitative study employs observation. Afterward, the unstructured interview with the English teacher is conducted to give further data. Through the observation, it is found that the teacher does some particular activities in teaching speaking. The lesson is opened by group work and the teacher conducts a dialogue and chain drill. The lesson eventually is closed by pair work and role play. The analysis shows that the teacher uses several methods in doing those five activities. Those are communicative language teaching, audio-lingual method, and cooperative language learning. From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback. Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.
The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.
Casual conversation is a fundamental activity in human life. The people are not able to avoid themselves from conversing with others. By this reason, this study attempts to explore the EFL learners' casual conversation. The exploration is limited to only analyzing spontaneity, interactivity, interpersonality, coherence and appraisal. The data are naturally occurring data which are collected in three main steps. The first is recording the conversation. It is followed by transcribing the conversation. Lastly, the data are qualitatively analyzed. The analysis of spontaneity finds that the speakers produce a lot of pauses, repetition, false starts and backtracking, sentence tail and also chunks. Furthermore, the analysis of interactivity reveals that turns are often overlapped by each speakers. Additionally, the analysis also figures out that one of the speakers is not interpersonally involved in the interaction. Meanwhile, the analysis of coherence shows that the casual conversation between both EFL learners have good control of coherence since the utterances are relevant one another. However, the findings still indicate that both EFL learners still need guidance from their teacher to increase their speeds and reduces their pauses in order to achieve fluency in casual conversation. The teachers also need to assist the EFL learners how to interpersonally involve in the interaction.
Social contexts play important roles in the conversations. The speakers need to always refer to those contexts when conversing. Moreover, conversations do not only contain literal meanings but also meanings beyond the utterances. This study therefore aims to reveal the social contexts that influence how the participants talk and produce conversational implicatures in the conversations,particularly among family members. Four participants are involved with this study. They are a father, mother, son and daughter from one family. The data are taken from the conversations that occur only before school and father's work using recording and note taking. This study shows that the conversation among those four participants is rich of conversational implicatures. There are several types of conversational implicatures found in this study. Those are standard implicature with the highest emergence, particularized conversational implicature, generalized conversational implicature, and a deliberate flouting of the maxims. This study concludes that the use of conversational implicature is strongly influenced by the social contexts of the participants, such as age, power or social status and social distance.
This qualitative study investigates the ambiguity in five EFL learners’ narrative texts. This study reveals that the narrative texts contain lexical and syntactic ambiguities. Lexical ambiguity can happen because of polysemy and homonymy. In terms of syntactic ambiguity, ambiguous languages occur in the surface and deep structure of the sentences for various reasons, such as coordinator, gerund, and adjectives followed by an infinitive. Luckily, the lexical and syntactic ambiguities do not give the readers much trouble comprehending the texts if the context is clear. The context, particularly the preceding and following sentences, helps the readers understand the text. Sentences with ambiguous words or ambiguous structures can be clearly delivered as long as the writers are able to provide a clear context. Additionally, the writers in this present study tend to intentionally use ambiguous words in their sentences in order to use the words metaphorically and to tell the story in a more artistic way since the purpose of the narrative text is to entertain the readers.
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