Language Use in EFL Classroom Interaction: A Sociolinguistic Study

Agustine, Sherli; Asi, Natalina; Luardini, Maria Arina

doi:10.26858/ijole.v5i4.23598

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…It connects with lexis, morphological learning, phonological issues, and constraints in language and linguistics. Many of these areas in language and linguistics seem to be neglected in the discourses of language education such as Agustine et al (2021); Rahmat et al (2022); Sairattanain & Thawarom (2022); Sunarsi & Munna (2022).…”

Section: Discussionmentioning

confidence: 99%

The Compleat Lextutor Application Tool for Academic and Technological Lexical Learning: Review and Bibliometric Approach

Abduh,

Mulyanah,

Darmawati

et al. 2023

Indonesian J. Sci. Technol

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This research aims to portray the current representation of the term “technology” in association with other related terms in language education. The method used for this study is the combination of content analysis representation of both compleat lextutor analytical tool and bibliometric approach. The finding of the research is that four basic areas relate to language and technology in language training: multiculturalism and technology become a central theme; the technology in language skill, knowledge, and assessment; technology and thinking; and technology in language and linguistics. This research implies that educators should be able to utilize available practical technological tools for teaching, learning, analyzing, and modeling language education. Further, this research has been limited to the area of published manuscripts of language education which may cover specifically non-empirical primary data. Therefore, further empirical research may bolster the current findings of the bibliometric research on language and technology in language education.

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Section: Discussionmentioning

confidence: 99%

The Compleat Lextutor Application Tool for Academic and Technological Lexical Learning: Review and Bibliometric Approach

Abduh,

Mulyanah,

Darmawati

et al. 2023

Indonesian J. Sci. Technol

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“…By using the imperative "don't forget," the teacher is expressing the intention to ensure the student includes the mentioned components in their work in the future (Alghamdi, 2021). The use of commissives by the teacher indicates their willingness to assist and direct the student's actions, reinforcing the hierarchical nature of the teacher-student interaction (Agustine et al, 2021).…”

Section: • Commisivesmentioning

confidence: 99%

Performative Utterances on Efl Classroom in SMP Islam Cendekia Harapan Jombang

Wiyanto,

Suparti,

Romlah

2023

jeell

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This article aimed to examine performative utterances in the interactions between teacher and students in EFL classroom. It adopted a sociolinguistic and content analysis approach, focusing on the field of performative utterances as the subject of study. The research employed a descriptive qualitative method. The primary data source was an audio recording capturing the interactions between teacher and students at SMP Islam Cendekia Harapan Jombang. The researcher used J.L. Austin's theory in the Wardhaugh book (2010:286) for data analysis. Based on the theory there are five types of performative utterance: verdictives, exercitive, commisives, behabitives, and expositives. The findings are the teacher's utterances consisted of 21 utterances, with 33% (7 utterances) categorized as exercitives, 24% (5 utterances) as expositives, 19% (4 utterances) as verdictives, 14% (3 utterances) as commissives, and 10% (2 utterances) as behabitives. On the other hand, the students' utterances amounted to 14 utterances, with 46% (5 utterances) classified as expositives, 27% (3 utterances) as verdictives, 18% (2 utterances) as behabitives, and 9% (1 utterance) as exercitives. There were no utterances of commissive use in students utterances.

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“…"Society and language cannot be separated, both have a relationship where society can be formed by the language they use." (Agustine et al, 2021). "Languages mirror the social history of their speakers."…”

Section: Literature Reviewmentioning

confidence: 99%

Bimese Prefixes in Sentences to English for Maintaining Local Language of Bima

Said

2023

IJLTS

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This research aims at expressing Bimese Prefixes referring to English in Sentences for maintaining Local Language of Bima. Qualitative Descriptive Method was used. Bimese has free morphemes and bound ones. Process of forming its new words can be described morphologically. It has 11 prefixes consisting of 10 productive prefixes (ka-, ma-, na-, ta-, ra-, da-, di-, sa-, ti-, and ca-) and 1 unproductive prefix (pa-), so its productive prefixes dominate its affixation. They are used to form new words in derivational process only because of changing identities of the words. Bimese Prefixation is derivational. The Bimese and English are contrastively analyzed. The Bimese Prefixes refer to English words, prefixes, and suffix. No English suffix only is referred by the Bimese prefix. The Bimese has monomorphemic words and polymorphemic ones. A Bimese word may have more than one prefix and is never ended by a consonant sound but a vowel one. Its base phoneme never changes after receiving prefixes. Its words which can be combined by the prefixes are five classes: nouns, verbs, adjectives, adverbs, and prepositions. Maintenance of Bimese as a local language and a part of culture is necessarily carried out to be constantly existed and not be destroyed.

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Language Use in EFL Classroom Interaction: A Sociolinguistic Study

Cited by 6 publications

References 10 publications

The Compleat Lextutor Application Tool for Academic and Technological Lexical Learning: Review and Bibliometric Approach

The Compleat Lextutor Application Tool for Academic and Technological Lexical Learning: Review and Bibliometric Approach

Performative Utterances on Efl Classroom in SMP Islam Cendekia Harapan Jombang

Bimese Prefixes in Sentences to English for Maintaining Local Language of Bima

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