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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 2 |
Questioning in English as a Foreign Language University Classes
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Evaluating an educational innovation: professional development in CALL at the tertiary level in Vietnam
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An investigation of the integration of synchronous online tools to deliver task-based language teaching: the example of SpeakApps
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Examining Thai students' experiences of augmented reality technology in a university language education classroom
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| 6 |
Influence of phonics teaching on young EFL learners´ pronunciation
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| 7 |
Student engagement in postsecondary English classes in China: the teachers’ perspective
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| 8 |
English evolution : development and change of conversational language education policy in South Korea
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| 9 |
Transformative Learning in an Interculturally-Inclusive Online Community
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| 10 |
Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam
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| 11 |
Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives
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| 12 |
Investigating vocabulary in academic spoken English: Corpora, teachers, and learners
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| 13 |
Exploring an appropriation of reader-response theory for teaching and learning English literature in Vietnam
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| 14 |
Promoting L2 Motivation via Motivational Teaching Practice: A Mixed-Methods Study in the Turkish EFL Context
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Erdil, Zeynep. - : Digital Commons @ University of South Florida, 2016
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In: Graduate Theses and Dissertations (2016)
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| 15 |
Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting
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| 16 |
Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools
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| 17 |
Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse
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Ciftci, Hatime. - : Digital Commons @ University of South Florida, 2015
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In: Graduate Theses and Dissertations (2015)
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Abstract:
Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of participants’ contributions (e.g. turn-taking and turn length, verbosity or dominance, etc.); suggestion-response episodes; and successful and problematic aspects in office hour interactions. The study utilized the theoretical framework of relational work. Thirty-eight office hour interactions constituted the primary data source. The participants included 3 international instructors and their 34 Turkish EFL students. Post-interaction questionnaires and classroom observations served as secondary data sources in the study. The data analysis demonstrated that office hour interactions have various purposes and topics mostly related to the course content offered by the instructors, their expertise, and their experiences. Additionally, both parties co-constructed the discourse segments of equal and unequal contribution in which they achieved interactional and transactional goals using distinctive linguistic and discourse strategies. The co-constructed suggestion-response episodes included both instructor-initiated suggestions and students’ self-suggestory acts. The use of modals and semi-modals, imperatives, and interrogatives played a key role in instructor-initiated suggestions, whereas the students mostly relied on interrogatives. However, each party made their choices relying on the interactional goals they wished to accomplish through the use of suggestion forms. Finally, both the international instructors and their Turkish EFL students attended to different types of relational work that contributed to the successful and problematic aspects of office hour interactions, and that were mostly connected to suggestions.
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Keyword:
English as a foreign language; office hour interactions; Other Education; Other Teacher Education and Professional Development; pragmatic competence; relational work; suggestions
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URL: https://digitalcommons.usf.edu/etd/5927
https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=7123&context=etd
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| 18 |
The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence
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Collaborative and Independent Writing: Japanese University English Learners' Processes, Texts and Opinions
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| 20 |
The Professional Legitimacy of the Taiwan-educated versus US-educated Taiwanese English Teachers
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