Incidental and Intentional Instruction on Discussion Techniques: Assessing Complexity Issue (original) (raw)
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Extended discourse in first and second language acquisition: A challenge and an opportunity
Journal of Japanese Linguistics, 2014
First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified.
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Penelitian ini bertujuan untuk mengetahui efektivitas teknik diskusi terhadap keterampilan berbicara siswa pada siswa kelas I MT.s Darul Falah Duman tahun ajaran 2018/2019. Metode penelitian yang diterapkan adalah penelitian eksperimental (metode kuantitatif). Objek penelitian ini adalah siswa MT.s Darul Falah Duman tahun ajaran 2018/2019. Sampel penelitian adalah 36 siswa yang terdiri dari dua kelas. Teknik sampel yang digunakan dalam penelitian ini adalah teknik pengambilan sampel melalui cara lotere. Teknik yang digunakan untuk analisis data adalah rumus tes. Dari data penelitian didapatkan nilai t-test siswa (7.606) dan t-tabel (2.042) dari (df) 36. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan metode grammar translation berpengaruh positif terhadap keterampilan berbicara siswa kelas satu MT.s Darul Falah Duman tahun ajaran 2018/2019.
The Effect of Discussion Technique and Englishlearningmotivationtoward Students’ Speaking Ability
Missio, 2016
The Effect Of Discussion Technique and English Learning Motivation Toward Students' Speaking Ability. The aim of this study is to investigate (1) whether there is a difference in the speaking abilitybetween students who are taught by usingdiscussion technique and those taught by using the conventional technique; (2) an interactional effect between the speakingtechniques applied and English learning motivation toward students' speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion technique and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 124 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and students' motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique.
Journal of Pragmatics, 2011
For more than three decades, the effective use of language to manage communicative deficiency and achieve successful communication has attracted scholars' attention to one of the key issues in second language acquisition (SLA) and sociolinguistics research: the use of communication strategies (hereafter CSs). CSs are used to overcome 'breakdowns', 'gaps' or 'problems' in communication which are 'pervasive and even intrinsic' in language use and communication even for native speakers' (NSs) (Coupland et al., 1991:3). When such troubles arise, the normal flow of interaction is interrupted, and a series of CSs are invoked by participants to compensate the disruption. Appearing in literature first in the early 1970s, the term 'communication strategies' within an L2 (second language) context was coined by Selinker (1972), to connect CSs with 'errors in learner's interlanguage system'. Repairing errors as a conversational mechanism allows speakers to resolve trouble in speaking, hearing, or understanding (Schegloff, 1992). From CSs scholars' point of view, L2 learners can rely on either their own sources to solve problems through using strategies such as paraphrasing, repairing, repetition, pauses, and fillers, or on their interlocutors' resources through requesting help (so the interlocutor not the speaker solves the problem) (Smith, 2003). Tarone (1980:417) believes different conceptual frameworks used by scholars investigating CSs and repair may put researchers to ''see'' different things in the same data. Communication
Cogent Education, 2020
Over recent years, pragmatic knowledge has been a major area of interest within the field of second language acquisition. Despite this, most studies available in the literature have only focused on testing and analyzing L2 learners' knowledge of speech acts such as request and suggestion structures. However, pragmatic competence stretches beyond these structures to encompass more significant issues including conversational implicatures, a key element in interactional conversations. This paper seeks to remedy the problem by analyzing the effects of explicit vs. implicit instructions of implicatures on developing intermediate EFL learners' pragmatic competence in a pre-test, post-test, and delayed-post-test equivalent-groups research design. The participants were 63 intermediate EFL learners randomly assigned into two experimental groups and a control group. The first experimental group received explicit instructions on conversational implicatures and the second one received implicit instructions. The results revealed that the explicit group outperformed the implicit group. Accordingly, explicit instruction had priority over implicit instruction leading to a significant increase in learners' ABOUT THE AUTHORS Shamila Ziashahabi is a PhD student at Yazd University, Iran. Her areas of interest are pragmatics, discourse analysis, and conversation analysis.
Investigating Communication Strategies In L2 Learners’ Discourse: A Study In Primary Education
In cases of language learners’ inability to use a word/phrase in the target language, they opt for communication strategies by imitating sounds, inventing new words or using their hands to communicate. Although communication strategies are used very often by students, teachers are not fully aware of their importance during the teaching process and thus they do not train their students to use them. The aim of this study is to evaluate the use of communication strategies by learners of Greek as a second language during the lessons so that it can become obvious to teachers who abandon the message convey or switch to the first language to avoid miscommunication. The researchers used two methodological tools: (1) audio-recordings of naturally occurring classroom interactions and (2) observation notes taken in 25 class sessions. For the interaction transcripts, the researchers used the taxonomy of communication strategies of Faerch and Kasper’s (1983) while the researcher’s journal was used for the observations. The analysis of the results indicated that the most frequently used strategy used by the students was the language switch while the role of the teacher and the activities implemented each time were crucial as for the communication strategies used by the students.
This study evaluates the relative effectiveness of two types of form-focused instruction on the acquisition of the speech act of constructive criticism by sixty nine Vietnamese learners of English. Over a 10 week course, the explicit group (N=28) participated in consciousness-raising activities, received explicit meta-pragmatic explanation and correction of errors of forms and meanings. The implicit group (N=19), on the other hand, participated in pragma-linguistic input enhancement and recast activities. The two treatment groups were compared with a control group (N=22) on pre-test and post-test performance, consisting of a discourse completion task, a role play and an oral peer-feedback task. A delayed post-test comprising of the same production tasks was also conducted for the two treatment groups to measure long term retention. The results revealed that both of the treatment groups significantly improved in the immediate post-test over the pre-test, outperforming the control group. The treatment groups also maintained their improvement in the delayed post-test. However, the explicit group performed significantly better than the implicit group on all measures. These findings are discussed with implications for classroom practices and future research.
This study investigates the combined effects of input enhancement and recasts on a group of Vietnamese EFL learners' performance of constructive criticism during peer review activities. Particularly, the study attempts to find out whether the instruction works for different aspects of pragmatic learning, including the learners' sociopragmatic and pragmalinguistic knowledge, as well as their frequency of externally and internally modifying their criticism. Over a course lasting approximately seven instructional hours, the learners received visually enhanced pragmatic input and recasts of their errors of form and meaning. The learners' preto-posttest improvement was investigated using three production tasks, namely a discourse completion task, a role play and an oral peer-feedback task. The findings show there is potential for input enhancement and recast in teaching different aspects of second language pragmatics and are discussed with implications for classroom practices and future research.
Interaction in conversation groups: The development of L2 conversational styles
This exploratory study examines the potential learning opportunities of interactions in the naturalistic setting of a German conversation group. Eleven intermediate L2 German learners participated in weekly conversation groups, which were recorded and then transcribed. In addition, information regarding learners' perceptions, confidence, and willingness to communicate was obtained by means of self-report surveys and interviews. A discourse analytic approach indicated that learners' styles were more passive or active depending on their ability to identify and use, consciously or unconsciously, German conversational style in the group interactions.