The purpose of this study is to investigate the use of appraisal system-attitude and cooperative solidarity principle and also the perception of interviewees and interviewer of the job interview interactions. The data was collected in one of the local education institutions in Kuala Lumpur Malaysia. There were 20 students participated in the study. Job interviews were recorded and analysed qualitatively by using appraisal system-attitude and cooperative solidarity principle theories. Semi-structured interviews as well as in-depth interview were done on the interviewees and interviewer to triangulate the study. The findings show that most of interviewees were covered the categories affect, judgment and appreciation but due to lacked English language proficiency, certain occurrences were not reflected to these categories. In relation to cooperative solidarity principle both interviewer and interviewees attribute to the interaction. The findings further reveal that most of the interviewees had difficulty in comprehending the standard interview questions and feeling nervous and anxious to answer the questions. Based on the in-depth interview with the interviewer, it was found that most of the interviewees were not able to expose to the standard interview questions and not able to understand the questions. It is hoped that the present study would be helpful for undergraduates, fresh graduates or in general job seekers as well as interviewer to carry out a smooth interaction in job interviews by having a better understanding on the standard interview questions.
The present study examines non-Malaysian candidates’ performance in an IELTS mock speaking test with regards to their use of different types of sentence structure utterances. Audio recorded data was obtained from eight students of three different levels of proficiency, namely; foundation, intermediate and advanced, in which thereafter an analysis was carried out using Radford (1990; 1997) sentence types. A semi-structured interview was also employed to gauge the candidates’ opinions on answering the test questions as well the interlocutor’s views on the candidates’ performance. The test was conducted by an IELTS trained interlocutor. It was found that most candidates were able to understand the questions, their responses were mainly simple sentence utterances indicated by many disjointed and choppy ideas. The semi-structured interview answers show that most candidates’ high level of nervousness and anxiety caused them not to be able to speak fluently, and as a result, their ideas were expressed in simple sentence structures that lacked logical coordination. It is hoped that the findings of the present study would help the current IETLS course module developers to integrate lessons on the different types of sentence structures in training test candidates to express complete and complex structured responses.
Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996
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