Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.
Studies have shown that during the process of Interlanguage development, language learners cannot avoid making grammatical errors in either spoken or written form. Although it is considered as a normal phase, errors can lower students' confidence to be active EFL learners in the class. Accordingly, they need teachers’ appropriate corrective feedback (CF) to produce effective communication in the target language. Thus, considering the significant contribution of grammar knowledge and teachers' feedback on students' English proficiency, this paper aims to explore the perception of 12 EFL teachers’ practices and 91 students, both of whom are involved in an English writing class, about CF. The instruments used to collect the data was closed- and open-ended questionnaire. The results indicate that teachers vary their CF in terms of frequency and types. In addition, students show a different perspective on the effectiveness of CF in writing class. Also, teachers need to become more familiar with electronic CF in order to implement it better in class including for writing instruction process and promoting peer corrective feedback. In line with these findings, suggestions for future research are provided.
Cohesion is important to know the connection of meaning between words or sentences in a text. This study is purposed to know the cohesive devices used in the descriptive text within a 7th grade student’s textbook and to know how the cohesion can build the understanding of the descriptive text in reading comprehension. This qualitative research used document analysis, literature review, observation and interviews to gather the data. The findings showed that the descriptive text has utilized grammatical and lexical cohesion to unify the words and sentences. Researchers only found reference, substitution, conjunction as grammatical cohesion, and reiteration as lexical cohesion. In addition, interviews with the apprentice teacher which aimed to find out the implementation of cohesion to teach descriptive text show that it was only explained to help students know the meaning of the text and comprehend it. To conclude, cohesive devices are crucial to be learnt and taught to know the link between the sentences, as well as understand the elements of grammatical and lexical cohesion.
There are various factors affecting an English learner to be able to learn English successfully. These factors may influence one’s learning pace and difficulties. One factor that is often referred to in many studies is the learner’s belief. The diverse beliefs of English learners are often said to be an influential factor to their language achievement. Based on this notion, this paper makes an effort to prove the correlation between the students’ language beliefs and achievement. This study focuses on students of English Language Teaching (ELT) as the participants. The ELT students’ beliefs are concluded from the questionnaire adapted from Horwitz’s Beliefs About Language Learning Inventory (BALLI). Then, using the quantitative research approach, the results from the questionnaires are correlated to the students’ score of English proficiency test using Pearson correlation with SPSS 26. In the end, the result of the study shows positive beliefs by the ELT students. However, its correlation to language proficiency is not significant.
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