Mengyi Luo, Zhenyao Lu, Hanxiao Song, Zhuyujie Zou
As a key educational hub linking China to Southeast Asia, Yunnan constitutes an important strategic space for cultivating foreign language talents of Southeast Asian languages. Following Duff’s multiscalar approach of theorizing language socialization (2019), this study examines the Vietnamese language learning experiences of Chinese students in Yunnan. By selecting nine participants majoring in Vietnamese for different length of periods, this study reveals a series of challenges confronting Vietnamese majors at micro-, meso- and macro-levels. The study also shows that Chinese students mobilize their linguistic, social and cultural resources to overcome their learning challenges and shape their perceptions towards learning Vietnamese. The findings of the study can contribute to a better understanding of how language learning is mediated in the broader process of the socioeconomic transformations between China and Vietnam.
{"title":"Dynamic Perceptions in Learning Vietnamese: A Case Study of Vietnamese Majors at a Chinese University","authors":"Mengyi Luo, Zhenyao Lu, Hanxiao Song, Zhuyujie Zou","doi":"10.5539/ijel.v13n3p55","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p55","url":null,"abstract":"As a key educational hub linking China to Southeast Asia, Yunnan constitutes an important strategic space for cultivating foreign language talents of Southeast Asian languages. Following Duff’s multiscalar approach of theorizing language socialization (2019), this study examines the Vietnamese language learning experiences of Chinese students in Yunnan. By selecting nine participants majoring in Vietnamese for different length of periods, this study reveals a series of challenges confronting Vietnamese majors at micro-, meso- and macro-levels. The study also shows that Chinese students mobilize their linguistic, social and cultural resources to overcome their learning challenges and shape their perceptions towards learning Vietnamese. The findings of the study can contribute to a better understanding of how language learning is mediated in the broader process of the socioeconomic transformations between China and Vietnam.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42461199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies examined the benefits of the use of humor in language classrooms, but none of them has queried a deep understanding of the role of humor from teachers’ perspectives. This qualitative case study explored the perceptions of three Chinese secondary school English as a foreign language (EFL) teachers on the use of humor in a period of six months of research. It discussed Chinese EFL teachers’ identity and proposed humor as a strategy that helps maintain or shift the power in the Chinese teaching context. The path of power shift proposed in this study can be applied to educational scenarios similar to Chinese secondary schools in which exam is oriented and the size of class is large.
{"title":"EFL Teachers’ Identity and Power in China: A Discursive Analysis of Their Humor","authors":"Hongji Jiang, Yaqian Qin","doi":"10.5539/ijel.v13n3p35","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p35","url":null,"abstract":"Previous studies examined the benefits of the use of humor in language classrooms, but none of them has queried a deep understanding of the role of humor from teachers’ perspectives. This qualitative case study explored the perceptions of three Chinese secondary school English as a foreign language (EFL) teachers on the use of humor in a period of six months of research. It discussed Chinese EFL teachers’ identity and proposed humor as a strategy that helps maintain or shift the power in the Chinese teaching context. The path of power shift proposed in this study can be applied to educational scenarios similar to Chinese secondary schools in which exam is oriented and the size of class is large.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48843745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the influence of L2 English on attitudes towards gender-neutral job titles. It aims to determine whether language influences perceptions of job titles. Data were collected via questionnaires from 67 participants aged 18-26 years, comprising American English native speakers, Arabic native speakers, and Kuwaiti learners of English. Results indicate that high-proficiency English learners tend to neutralize job titles instead of assigning gender markers, a behavior which is influenced by their exposure to English and cultural attitudes towards gender equality. Most native English speakers used neutral job titles instead of gender assignments. The two control groups demonstrated a significant difference in their responses, with Arabic monolinguals assigning gender markers based on the dominant gender in a particular profession. Additionally, language background and demographics affected these results. Attitudes towards gender markedness in job titles has received little attention from scholars studying Arabic–English bilinguals. Therefore, this study contributes to the literature by exploring attitudes towards gender markedness in job titles.
{"title":"The Influence of L2 English on Attitudes Towards Gender-Neutral Job Titles","authors":"Albatool A. Alebrahim, Yousuf B. AlBader","doi":"10.5539/ijel.v13n3p24","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p24","url":null,"abstract":"This study examines the influence of L2 English on attitudes towards gender-neutral job titles. It aims to determine whether language influences perceptions of job titles. Data were collected via questionnaires from 67 participants aged 18-26 years, comprising American English native speakers, Arabic native speakers, and Kuwaiti learners of English. Results indicate that high-proficiency English learners tend to neutralize job titles instead of assigning gender markers, a behavior which is influenced by their exposure to English and cultural attitudes towards gender equality. Most native English speakers used neutral job titles instead of gender assignments. The two control groups demonstrated a significant difference in their responses, with Arabic monolinguals assigning gender markers based on the dominant gender in a particular profession. Additionally, language background and demographics affected these results. Attitudes towards gender markedness in job titles has received little attention from scholars studying Arabic–English bilinguals. Therefore, this study contributes to the literature by exploring attitudes towards gender markedness in job titles.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41253821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has generated a series of language-related challenges confronting linguistically diverse populations worldwide. Given that China has emerged as an ideal destination for international students and workers seeking upward mobility, it is essential to investigate how foreigners working in China get access to public health information. Adopting the concept of multilingual crisis communication, this study examines the multilingual communication experiences of a cohort of foreign workers working for one of the biggest nightclubs in the Southwestern region of China. Data were collected based on the semi-structured interview with five foreign dancers and their high-stake holders, including a Chinese boss and a Chinese dance director. It was found that foreign migrant dancers were confronted with various language barriers in understanding Putonghua and English-mediated communication resources. The finding also indicated that their access to public health information was facilitated by their use of translation applications, with the support of their Chinese friends and foreign colleagues whose multilingual repertoires constituted an essential medium for effective communication. This paper closes by providing practical suggestions, like offering other smaller languages and official language training services for foreign migrants of diverse linguistic backgrounds, mainly from peripheral countries.
{"title":"Multilingual Communication Experiences of Foreign Migrants in China During the Covid-19 Pandemic","authors":"Zhuyujie Zou, Meichun Xue, Zhenyao Lu, Mengyi Luo","doi":"10.5539/ijel.v13n3p47","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p47","url":null,"abstract":"The COVID-19 pandemic has generated a series of language-related challenges confronting linguistically diverse populations worldwide. Given that China has emerged as an ideal destination for international students and workers seeking upward mobility, it is essential to investigate how foreigners working in China get access to public health information. Adopting the concept of multilingual crisis communication, this study examines the multilingual communication experiences of a cohort of foreign workers working for one of the biggest nightclubs in the Southwestern region of China. Data were collected based on the semi-structured interview with five foreign dancers and their high-stake holders, including a Chinese boss and a Chinese dance director. It was found that foreign migrant dancers were confronted with various language barriers in understanding Putonghua and English-mediated communication resources. The finding also indicated that their access to public health information was facilitated by their use of translation applications, with the support of their Chinese friends and foreign colleagues whose multilingual repertoires constituted an essential medium for effective communication. This paper closes by providing practical suggestions, like offering other smaller languages and official language training services for foreign migrants of diverse linguistic backgrounds, mainly from peripheral countries.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48285490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Conservative Party has been in power for more than 10 years in Great Britain, from 2010 until the time of writing this document and five Prime Ministers have succeeded from David Cameron to Rishi Sunak, now in office. The document analyzes and seeks to explain how Conservative leaders have informed the country and communicated with the people every time each of them took office and gave his inaugural speech. Through speech analysis I worked on each inaugural speech and tried to explain their differences and similarities even though the genre of inaugural speeches doesn't leave much space for the speaker to express their policies and measures in detail because it only lasts a handful of minutes and can give a simple indication of what the new PM will do. Surely the most interesting aspect of this type of discourse is the PM's sense of leadership and decisiveness which may or may not emerge from the words, syntactic structures and rhetorical figures they use to communicate their ideas to the country.
{"title":"Inaugural Speeches by Conservative Prime Ministers From 2010 to 2022: A Consolidated Rhetoric","authors":"Francesco Pierini","doi":"10.5539/ijel.v13n3p9","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p9","url":null,"abstract":"The Conservative Party has been in power for more than 10 years in Great Britain, from 2010 until the time of writing this document and five Prime Ministers have succeeded from David Cameron to Rishi Sunak, now in office. The document analyzes and seeks to explain how Conservative leaders have informed the country and communicated with the people every time each of them took office and gave his inaugural speech. Through speech analysis I worked on each inaugural speech and tried to explain their differences and similarities even though the genre of inaugural speeches doesn't leave much space for the speaker to express their policies and measures in detail because it only lasts a handful of minutes and can give a simple indication of what the new PM will do. Surely the most interesting aspect of this type of discourse is the PM's sense of leadership and decisiveness which may or may not emerge from the words, syntactic structures and rhetorical figures they use to communicate their ideas to the country.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modern English has a small set of verbs that show variability between the inflections -ed and -t as preterite and past participle morphemes (Peters et al., 2022; Quirk, 1970). Examples include: burn, spoil, spill, learn, dream, spell, smell, kneel, dwell, leap, and lean (Peters et al., 2022; Quirk, 1970). While -ed is thought to be the more prevalent form in U.S. Englishes, -t is more widespread in U.K. dialects of English (as related to both preterite and perfect forms) (Cambridge English Dictionary, 2023; HarperCollins, 2023). However, in spite of this difference being regularly deemed dialectal (Cambridge English Dictionary, 2023; HarperCollins, 2023), according to some scholars (e.g., Peters et al., 2022; Quirk, 1970), choice between one form or the other may carry semantic consequences. For instance, whereas -ed in participial contexts may be understood as representing imperfective actions, -t might be associated with perfectivity (Quirk, 1970). With this in mind, the present paper had as its objective to further explore the meaning differences that may come about with the use of either inflection. In the sections to come, I add to the aforementioned discussion by pointing out that, in adjectival environments, the aspectual differences between the two can be analogized as the PLIANT and INTERRUPTIBLE (-ed) vs. the NON-COMPLIANT and TERMINAL (-t). I explain that, while -ed tends to be interpreted as being tied to modifiable or malleable events, -t is read as signaling those which are fixed or unyielding. The findings to be discussed are significant for several reasons: 1) they shed light on the contexts in which each inflected form may be preferred; 2) very few academic works acknowledge any differences, other than regional preference; and 3) to my knowledge, no previous scholarly article has focused on their uses in exclusively, adjectival environments.
现代英语有一小部分动词，它们在作为前词词素和过去分词词素的屈折-ed和-t之间表现出可变性（Peters et al.，2022；Quirk，1970）。例子包括：燃烧、破坏、溢出、学习、做梦、拼写、气味、跪下、停留、跳跃和倾斜（Peters et al.，2022；Quirk，1970）。虽然-ed被认为是美国英语中更普遍的形式，但-t在英国英语方言中更为广泛（与预测试和完美形式有关）（剑桥英语词典，2023；哈珀柯林斯，2023）。然而，尽管这种差异通常被认为是方言性的（剑桥英语词典，2023；哈珀柯林斯，2023），根据一些学者的说法（例如，Peters等人，2022；Quirk，1970），在一种形式或另一种形式之间的选择可能会产生语义后果。例如，尽管-ed在分词语境中可以被理解为代表不完全动作，但-t可能与完成性有关（Quirk，1970）。考虑到这一点，本文的目的是进一步探索使用任何一种屈折可能产生的意义差异。在接下来的章节中，我补充了前面的讨论，指出在形容词环境中，两者之间的方面差异可以类比为PLIANT和INTERRUPTABLE（-ed）与NON-concompliant和TERMINAL（-t）。我解释说，虽然-ed倾向于被解释为与可修改或可延展的事件有关，但-t被解读为是固定或不可屈服的信号。将要讨论的发现之所以重要，有几个原因：1）它们揭示了每种屈折形式可能更受欢迎的背景；2） 除了地区偏好之外，很少有学术著作承认任何差异；3）据我所知，以前没有一篇学术文章专门关注它们在形容词环境中的用途。
{"title":"Don’t Cry over Spilled or Spilt Milk?: Nuanced Semanto-Pragmatic Differences Between -ed and -t in English","authors":"Tris Faulkner","doi":"10.5539/ijel.v13n3p1","DOIUrl":"https://doi.org/10.5539/ijel.v13n3p1","url":null,"abstract":"Modern English has a small set of verbs that show variability between the inflections -ed and -t as preterite and past participle morphemes (Peters et al., 2022; Quirk, 1970). Examples include: burn, spoil, spill, learn, dream, spell, smell, kneel, dwell, leap, and lean (Peters et al., 2022; Quirk, 1970). While -ed is thought to be the more prevalent form in U.S. Englishes, -t is more widespread in U.K. dialects of English (as related to both preterite and perfect forms) (Cambridge English Dictionary, 2023; HarperCollins, 2023). However, in spite of this difference being regularly deemed dialectal (Cambridge English Dictionary, 2023; HarperCollins, 2023), according to some scholars (e.g., Peters et al., 2022; Quirk, 1970), choice between one form or the other may carry semantic consequences. For instance, whereas -ed in participial contexts may be understood as representing imperfective actions, -t might be associated with perfectivity (Quirk, 1970). With this in mind, the present paper had as its objective to further explore the meaning differences that may come about with the use of either inflection. \u0000 \u0000In the sections to come, I add to the aforementioned discussion by pointing out that, in adjectival environments, the aspectual differences between the two can be analogized as the PLIANT and INTERRUPTIBLE (-ed) vs. the NON-COMPLIANT and TERMINAL (-t). I explain that, while -ed tends to be interpreted as being tied to modifiable or malleable events, -t is read as signaling those which are fixed or unyielding. The findings to be discussed are significant for several reasons: 1) they shed light on the contexts in which each inflected form may be preferred; 2) very few academic works acknowledge any differences, other than regional preference; and 3) to my knowledge, no previous scholarly article has focused on their uses in exclusively, adjectival environments.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer acknowledgements for International Journal of English Linguistics, Vol. 13, No. 2, 2023.
《国际英语语言学杂志》，Vol. 13, No. 2, 2023。
{"title":"Reviewer acknowledgements for International Journal of English Linguistics, Vol. 13, No. 2","authors":"Diana Xu","doi":"10.5539/ijel.v13n2p71","DOIUrl":"https://doi.org/10.5539/ijel.v13n2p71","url":null,"abstract":"Reviewer acknowledgements for International Journal of English Linguistics, Vol. 13, No. 2, 2023. ","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to provide an overview of the research on the influence of text mediation upon the academic identity of EAP authors, this paper reviewed the available literature on academic identity, identity construction in academic writing, text mediation and its influence upon academic writing. It was found that different mediators indeed play roles in the drafting or publication of manuscripts by English for Academic Purposes (EAP) authors, especially novice ones. The final version of a manuscript was thus formulated by both the named author(s) and many unnamed others, which covers the metadiscourse employed in the very manuscript. Since metadiscourse helps to shape the identity of the author, the mediators correspondingly exert influence upon the identity construction of the academic authors. However, little attention has been paid to the impact of text mediation upon the author’s identity. In view of this, this paper proposed the prospects for further research.
{"title":"Influence of Text Mediation Upon the Academic Identities of Novice EAP Authors: Review and Prospect","authors":"R. Pan","doi":"10.5539/ijel.v13n2p64","DOIUrl":"https://doi.org/10.5539/ijel.v13n2p64","url":null,"abstract":"In order to provide an overview of the research on the influence of text mediation upon the academic identity of EAP authors, this paper reviewed the available literature on academic identity, identity construction in academic writing, text mediation and its influence upon academic writing. It was found that different mediators indeed play roles in the drafting or publication of manuscripts by English for Academic Purposes (EAP) authors, especially novice ones. The final version of a manuscript was thus formulated by both the named author(s) and many unnamed others, which covers the metadiscourse employed in the very manuscript. Since metadiscourse helps to shape the identity of the author, the mediators correspondingly exert influence upon the identity construction of the academic authors. However, little attention has been paid to the impact of text mediation upon the author’s identity. In view of this, this paper proposed the prospects for further research.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Bangladesh, English as an international language is taught in primary and secondary schools to build a strong foundation for English learning for children from childhood. The necessity to determine the current situation of English-language learning among secondary school students in Bangladesh and the future of this phase is the sole purpose of this study. For this study, data were collected from ten different secondary schools in Bangladesh where the Class 8—English for Today book was used to teach English. Concisely, the objectives of the study are to gather information and discuss learning the vibrant international languages of the present and future. In this research, data collected from 200 students from ten secondary high schools in ten upazilas [sub-districts] is used to analyze prospective English language learning. The results of the analysis revealed that the textbook is not effective for English learning and has not met people’s expectations. Measures must be taken to overcome the problem.
{"title":"English Language Learning and Prospect of Secondary Schools in Bangladesh","authors":"A. Awal","doi":"10.5539/ijel.v13n2p58","DOIUrl":"https://doi.org/10.5539/ijel.v13n2p58","url":null,"abstract":"In Bangladesh, English as an international language is taught in primary and secondary schools to build a strong foundation for English learning for children from childhood. The necessity to determine the current situation of English-language learning among secondary school students in Bangladesh and the future of this phase is the sole purpose of this study. For this study, data were collected from ten different secondary schools in Bangladesh where the Class 8—English for Today book was used to teach English. Concisely, the objectives of the study are to gather information and discuss learning the vibrant international languages of the present and future. In this research, data collected from 200 students from ten secondary high schools in ten upazilas [sub-districts] is used to analyze prospective English language learning. The results of the analysis revealed that the textbook is not effective for English learning and has not met people’s expectations. Measures must be taken to overcome the problem.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44273588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning opportunity plays a vital role in EFL classroom learning. Drawing on conversation analysis and comparison methods, focusing on correction activities in an experienced EFL teacher’s classroom and a novice EFL teacher’s classroom in China, this study aims to explore the differences in their practices of turn allocation for increasing learning opportunities. The study finds that the experienced teacher designs more rich turn allocation, that is, to add more turn allocation practices, to involve more students to participate in the classroom interaction, to lengthen the period for students’ involvement. In these ways, she creates more learning opportunities for students compared with novice EFL teacher. Although the result is pertinent, it might deepen understanding of high-quality EFL classroom interaction and promote EFL teachers to discover, create or maintain more learning opportunities for students.
{"title":"A Comparative Study of Managing Learning Opportunity in EFL Classroom","authors":"Hongmei Zhu","doi":"10.5539/ijel.v13n2p48","DOIUrl":"https://doi.org/10.5539/ijel.v13n2p48","url":null,"abstract":"Learning opportunity plays a vital role in EFL classroom learning. Drawing on conversation analysis and comparison methods, focusing on correction activities in an experienced EFL teacher’s classroom and a novice EFL teacher’s classroom in China, this study aims to explore the differences in their practices of turn allocation for increasing learning opportunities. The study finds that the experienced teacher designs more rich turn allocation, that is, to add more turn allocation practices, to involve more students to participate in the classroom interaction, to lengthen the period for students’ involvement. In these ways, she creates more learning opportunities for students compared with novice EFL teacher. Although the result is pertinent, it might deepen understanding of high-quality EFL classroom interaction and promote EFL teachers to discover, create or maintain more learning opportunities for students.","PeriodicalId":91092,"journal":{"name":"International journal of English linguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48370231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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