The sociocultural ontogenesis of international students’ use of pragmatic strategies in ELF academic communication: Two contrasting case studies

Liu, Shuyuan; Kinginger, Celeste

doi:10.1016/j.pragma.2021.10.022

Cited by 8 publications

(9 citation statements)

References 41 publications

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“…A combined methodology with a strategy of repetition and memorization of a lexical material, according to the author, is a very important element. We concur that for better learning of vocationally oriented vocabulary, combined instruction should be used -it is not just a mixture of professional goals related to learning English, but also an opportunity to acquire new skills related to these components: linguistic, discursive, referential, strategic and sociocultural (Liu & Kinginger, 2021). According to (Huitt, 2011), vocabulary weaving is an important element in the qualitative memorization of professionally oriented vocabulary.…”

Section: Discussionmentioning

confidence: 70%

“…When teaching English in higher military schools in Ukraine, all dimensions of lexical competence are taken into account. Five components of lexical competence are usually distinguished: linguistic, discursive, referential, sociocultural, and strategic (Liu & Kinginger 2021). The linguistic component focuses on either the oral (pronunciation) or written side (spelling and writing) of speech.…”

Section: Hybrid Methods -A Metacognitive Strategy With An Explicit-de...mentioning

confidence: 99%

“…Bloom's taxonomy demonstrates that memorization and comprehension are first directed toward learning, then moves to a higher level, that of intermediate intelligence, when the student can already analyze and apply language facts, which then lead to synthesis and reproduction. Other researchers believe that our intellectual abilities, including information retention, are ten times higher than those of previous generations (Liu & Kinginger, 2021). Well-organized, structured visualization and repetition help to strengthen and even increase an individual's cognitive abilities, improving memory (Mukan, Havryliuk, Levko, Kobryn, & Zapotichna, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

Yarmolovich

2022

JCT

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The article reveals the problem of the functioning of verbal memory based on hermeneutical methods, that is, the problem of perception of English professional vocabulary (terminology) by cadets of higher military educational institutions in Ukraine. The training of cadets to learn professional vocabulary is based on a powerful methodological basis - a hybrid method with the application of memorization techniques. The aim is to demonstrate the main directions of teachers' work and professional disclosure of cadets in combination with motivation and hybrid learning of English professional language. External problems faced by cadets in memorizing military vocabulary are described. The paper considers didactic approaches that can facilitate or accelerate the process of learning English (communicative and action-oriented perspectives, distance work, and combined learning, consolidation, and repetition of vocabulary) in the perspective of memory theory. The results of the study showed that the method of blending text into two parts; and the search for associations between mental image and textual information improves the process of memorization, the reorganization of the material, which is necessary for mastering military terminology when using mnemonic and metacognitive strategies in English classes, contribute to the effective assimilation of the material. The conclusion is that the blending method is more effective than intensive teaching, does not cause rapid brain exhaustion and loss of motivation. The main aspects of solving the problem of perception of military terms are communication, cadet autonomy, memorization of everyday or professional vocabulary by finding the best strategies, and active approaches such as metacognitive strategy with an explicit-demonstrative approach. Using Atkinson's memory model: repetition-control-retrieval-analysis-search for associative relationships allows for control and improvement of teaching. Thus, the obvious connection between qualitative memorization and associative connections indicates that learning and teaching English to future servicemembers depends on the quantity and quality of the content outlined, as their psychosocial manifestations of professional mindset are specific.

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Section: Discussionmentioning

confidence: 70%

Section: Hybrid Methods -A Metacognitive Strategy With An Explicit-de...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

Yarmolovich

2022

JCT

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“…Another strategy is setting achievement goals needed to improve listening comprehension. (Liu & Kinginger, 2021;O'Malley et al, 1989;Oxford, 1990).…”

Section: Metacognitive Listening Strategiesmentioning

confidence: 99%

Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

Halali¹,

Ismail²,

Samad³

et al. 2022

IJLTER

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Academic listening and interaction in international educational settings are essential for academic success. International students’ language proficiency and prior practice in their home countries either facilitate or impede their academic success. Thus, internationalization has become a desirable trend among learners to further their studies in overseas institutions where English is the medium of instruction. Overseas education allows international students to gain new knowledge and improve their academic skills in various academic fields. However, a lack of English communicative competence and comprehension impedes learners’ academic and communicative success. As a result, international students look for strategies to help them overcome their academic comprehension challenges. This paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. Thus, this paper reviews related literature on academic listening strategies through the traditional literature review process. Therefore, this paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. The discussion of findings reveals that international students face challenges with understanding others in academic discourse. These challenges are due to their lack of prior English listening practice in their home countries. Thus, international students rely on strategies to overcome communication challenges and improve academic listening comprehension skills (i.e., memory, cognitive, and social strategies). The findings should encourage administrators of international institutions, researchers, and other stakeholders to revamp pre-sessional English language programs and conduct more research on international students’ language learning experiences to help them succeed in their overseas study programs.

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“…The speaker's or writer's choice of language influenced by their knowledge and awareness of the community accepted norms (Andrade et al, 2014;Wingate & Harper, 2021). Pragmatics dealing with the meaning as communicated by a speaker and interpreted by a listener (Alba-Juez, 2021;Liu & Kinginger, 2021). Pragmatics is the linguistics subfield which deals with context in utterances determine the meaning.…”

Section: Introductionmentioning

confidence: 99%

The Most Dominant Speech Act Used by the Teacher in EFL Classroom

Saidah

2021

JIPPG

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Penggunaan tindak tutur dalam proses belajar mengajar di kelas EFL telah menjadi topik yang menarik untuk dibahas. Hal ini disebabkan adanya perbedaan budaya antara bahasa asal dan bahasa sasaran. Oleh karena itu, tujuan dari penelitian ini adalah untuk meninjau beberapa penelitian sebelumnya tentang tindak tutur yang paling dominan digunakan oleh guru di kelas EFL. Jenis penelitian yang digunakan dalam penulisan ini adalah penelitian kepustakaan. Metode yang digunakan dalam penelitian ini adalah penelitian kepustakaan dengan menggunakan artikel dari beberapa penelitian sebelumnya untuk dianalisis. Sumber kepustakaan yang digunakan pada penelitian ini yaitu penelitian terdahulu, artikel, dan catatan. Dalam metode penelitian kepustakaan, setelah data terkumpul, data dianalisis dan akhirnya disimpulkan. Teknik analisis data yang digunakan adalah deskriptif kualitatif dan analisis kuantitatif. Hasil penelitian menunjukkan bahwa tindak tutur yang paling dominan digunakan oleh guru di kelas EFL adalah direktif yang juga diindikasikan sebagai model kelas yang berpusat pada siswa. Dengan temuan tersebut kelas dapat dikategorikan sebagai student-centered karena guru secara aktif meminta siswa untuk melakukan sesuatu dengan memproduksi tindak tutur direktif.

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The sociocultural ontogenesis of international students’ use of pragmatic strategies in ELF academic communication: Two contrasting case studies

Cited by 8 publications

References 41 publications

Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

The Most Dominant Speech Act Used by the Teacher in EFL Classroom

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