What English Language Teachers Need to Know Volume III

Christison, MaryAnn; Murray, Denise E.

doi:10.4324/9780203072196

Cited by 20 publications

(15 citation statements)

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“…Some authors (cf. Christison and Murray 2014;Debski 2006;Dooly 2013) comment on the fact that task-based language learning and project-based language learning are often seen (and implemented) as the same approach. These same authors argue that this is not quite true.…”

Section: Engagement Prioritiesmentioning

confidence: 96%

International Perspectives on ELT Classroom Interaction

2015

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editors) INTERNATIONAL PERSPECTIVES ON TEACHER RESEARCH Christopher J. Jenks and Paul Seedhouse (editors) INTERNATIONAL PERSPECTIVES ON ELT CLASSROOM INTERACTION Forthcoming titles in the series: Hugo Bowles and Alessia Cogo (editors) INTERNATIONAL PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA Thomas S.C. Farrell INTERNATIONAL PERSPECTIVES ON ENGLISH LANGUAGE TEACHING (editor) International Perspectives on English Language Teaching Series Standing Order ISBN 978-0-230-30850-3 hardback 978-0-230-30851-0 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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Section: Engagement Prioritiesmentioning

confidence: 96%

International Perspectives on ELT Classroom Interaction

2015

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“…an online lingua franca with an increasing number (currently approximately 80%) of users who do not speak English as their first language (Christison and Murray 2014). This means that the varieties of English spoken across the world are no longer the exclusive domain of native speakers; rather, they are emerging as diverse and dynamic codes for communication (Danet 2001).…”

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confidence: 99%

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students' linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school.Keywords English as second language learning . Social media . Language play . Framing . Keying . Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724

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“…In fact, many Iranian candidates have to retake the TEF / TEFAQ -often several times -before they finally obtain a listening score that is expected of them. It would, therefore, be difficult to explain this cleavage between two language skills that are considered to be integrated and intertwined (Christison & Murray, 2014;Nelson, Hotz, & Plante, 2015;Usó-Juan & Martínez-Flor, 2006;Kaplan, 2010;Chodkiewicz & Trepczyńska, 2014).…”

Section: A Results Analysis Of 11 Test D'évaluation De Français (Tef) mentioning

confidence: 99%

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Armiun

Rahmatian

Safa

et al. 2017

Acta Sci. Lang. Cult.

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ABSTRACT. This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners' awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.Keywords: listening comprehension, metacognitive awareness, listening strategies, TEF, high-stake tests.Listening é o meu pesadelo: Por que aprendizes iranianos de L2 continuam apresentando baixo desempenho no módulo de listening RESUMO. Este trabalho apresenta os resultados de um estudo a respeito da maneira como candidatos iranianos aos testes de proficiência TEF ou TEFAQ tratam a compreensão auditiva enquanto habilidade. Investiga-se também a consciência e a exploração das estratégias metacognitivas desses candidatos enquanto escutam um documento de áudio. Uma tradução persa do Metacognitive Awareness Listening Questionnaire (MALQ) foi utilizada juntamente com outro questionário desenvolvido especificamente para esta pesquisa com os seguintes objetivos: a) calibrar a importância atribuída pelos candidatos ao listening em L2 em comparação com outras habilidades; b) averiguar quanto tempo eles gastaram na prática de listening; c) identificar com que frequência eles se aproveitam de documentos autênticos para melhorar seu listening. Os resultados mostraram não apenas uma subestimação da habilidade de compreensão auditiva pela maioria dos aprendizes iranianos de L2, mas também apontaram diferenças significativas na maneira como homens e mulheres exercitaram seus ouvidos e trataram o fluxo de áudio recebido. O artigo conclui que a consciência dos aprendizes a respeito das estratégias de listening precisa ser aumentada por meio de instrução em sala de aula e que a exploração frequente de documentos autênticos fora de sala de aula deve ser enconrajada.Palavras-chave: compreensão auditiva, consciência metacognitiva, estratégias de listening, TEF, testes de índices elevados.

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What English Language Teachers Need to Know Volume III

Cited by 20 publications

References 0 publications

International Perspectives on ELT Classroom Interaction

International Perspectives on ELT Classroom Interaction

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

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