Archives for October 2015

‘Processability Theory Revisited: A Critical Approach’ by Mohammad Reza Mozayan

Abstract

In order to revisit Processability, the theory which links psychology and linguistics in a very direct way to demonstrate what we know about languages, this paper primarily glances over the Achilles’ heel of the error analysis in delineating the developmental patterns in the language learners. It also refers to the second way in which samples of learner language are collected over a period of time so as to identify when specific linguistic features emerge; this is what the Processability theory (PT) does. By addressing the concepts such as property and transition theories as well as the developmental and logical problems of the learners, the paper then magnifies the central hypothesis of the theory holding that at any stage of development, learners can produce and comprehend only those L2 linguistic forms which their current state of mind can handle. Later, the criticisms leveled at the theory are put forth. And finally concluding remarks wrap up the issue.

Index Terms: acquisition, interlanguage, processability theory, property theories, transition theories

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‘Evaluation of the “IELTS to Success” EAP course book’ by Neda Fekri

Abstract

Course books provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class. In order to select an appropriate course book, course book evaluation should be implemented. The current study aimed at evaluating the “IELTS to Success” EAP course book based on Cunningsworth’s (1995) checklist. Items of aims, design and organization, language content, skills, topic, methodology, teacher’s book, and practical consideration have been evaluated. This course book was generally found to be appropriate based on the items mentioned above. Curriculum developers, syllabus designers, and EFL teachers may find the findings useful in their language teaching practice..

Index Terms: course book, English for academic purpose, IELTS, textbook evaluation.

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‘Teacher Talk in Classroom Discourse: A Case Study’ by Bahareh Jouibar, Akbar Afghari

Abstract

This study investigated the aspects of teacher talk, as a phenomenon chiefly and inseparably occurring in classroom discourse, in three consecutive one hour and a half session EFL classrooms. The attempt in this study is made to explore the quality and realization of teacher talk in language classroom. The book based on which English is instructed in “Interchange 3” written by Richards, Hull, and Proctor (2005). The researcher attended 10 sessions in the class, consisting of 15 male and female students of 18 to 32 years of age, recording teacher’s and learners’ voice. It was found that the teacher tried to be as understandable as she could to the learners by speaking, naturally, more slowly preventing learners from being demotivated or anxious about their low proficiency. It was also seen that the teacher abstained from making her class tedious by sufficient amounts of joking and laughing in the classroom. However, the teacher talk occurring in the classroom discourse studied was seen to have suffered from two major problems: inappropriate feedback, or focus on form, and lack of sufficient contextualization. However, it appears that the instructor of the class under study was not familiar with different types of corrective feedback, since she appeared to have been exclusively using the explicit correction method of providing correct feedback. Besides, the instructor appears to have strictly adhered to directly asking the questions in the book, without providing language learners with the relevant context or the background.

Index Terms: discourse analysis, EFL classroom, teacher talk.

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Volume 5 – Issue 5

  1. Okay as an Embodied Backchannel in Classroom Interaction
    Author/s: Jiayi Shi
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  2. Evaluation of the “IELTS to Success” EAP course book
    Author/s: Neda Fekri
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  3. Teacher Talk in Classroom Discourse: A Case Study
    Author/s: Bahareh Jouibar, Akbar Afghari
    Abstract | Access Full Paper
  4. Processability Theory Revisited: A Critical Approach
    Author/s: Mohammad Reza Mozayan
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  5. University Undergraduates’ Functional Language Learning for Sustainable Development: A Shift to English for Specific Purposes
    Author/s: Umera-Okeke, Nneka P.
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  6. Strategies for Language learning through skill based approach for Engineering Courses
    Author/s: N. Hema & K. K. Tamilarasan
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‘Okay as an Embodied Backchannel in Classroom Interaction’ by Jiayi Shi

Abstract

This article investigates the use of okay as an embodied backchannel in classroom interaction, based on a 35-minute EFL class. Drawing on a sociocultural point of view in which learning is closely connected with interaction and participation (Lantolf, 2000), this essay further analyzes how the embodied backchannel construct or obstruct learning. Applying a conversation analysis/corpus linguistic(CA/CL) approach in the description and understanding of okay, it addresses how teachers and students utilize different modalities to position themselves towards the on-going subject matter. Finally, the essay analyzes the implications of this research.

Keywords: Backchannel; Embodied Backchannel; Conversation Analysis; Corpus Linguistic.

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