Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts (New Perspectives on Language and Education, 63) - Hardcover

Hardcover

ISBN 10: 1788922883 ISBN 13: 9781788922883

Verlag: Multilingual Matters, 2019

Inhaltsangabe

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

Über diesen Titel

Über die Autorin bzw. den Autor

Hanh thi Nguyen is Professor of Applied Linguistics in the Department of English and Applied Linguistics at Hawai'i Pacific University. Her research interests include the development of interactional competence in a second or professional language, social interaction in language learning situations and learners' transforming identities.

Taiane Malabarba is Assistant Professor in the Language Department at Universidade do Vale do Rio dos Sinos, Brazil. Her research interests include EFL teaching and learning, classroom interaction, language policy and teacher education.

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Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts

By Hanh Thi Nguyen

Multilingual Matters

Copyright © 2019 Hanh thi Nguyen, Taiane Malabarba and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78892-288-3

Contents

Acknowledgements, vii, 
Contributors, ix, 
1 Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing Taiane Malabarba and Hanh thi Nguyen, 1, 
Part 1: Learners' Development of Interactional Competence, 
2 Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom Maria Vanessa aus der Wieschen and S0ren Wind Eskildsen, 31, 
3 Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account Hanh thi Nguyen, 59, 
Part 2: Teaching and Testing Practices as Dynamic Processes, 
4 Looking Beyond IRF Moves in EFL Classroom Interaction in China Jingya Li, 87, 
5 EFL Trainee Teachers' Orientations to Students' Non-understanding: A Focus on Task Instructions Dilara Somuncu and Olcay Sert, 110, 
6 Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment Eric Hauser, 132, 
7 Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test Tim Greer, 159, 
Part 3: Sociocultural and Ideological Forces in Language Teaching, 
8 The 'Power Game': Interactional Asymmetries in EFL Collaborative Language Teaching Josephine Lee, 193, 
9 Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction Mostafa Pourhaji, 220, 
10 'In English, Sorry': Participants' Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction Taiane Malabarba, 244, 
11 Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico Peter Sayer, Taiane Malabarba and Leslie C. Moore, 268, 
12 Commentary: Fault Lines in Global EFL Johannes Wagner, 295, 
Index, 307, 

CHAPTER 1

Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing

Taiane Malabarba and Hanh thi Nguyen

1 Introduction

It has been estimated that, by 2020, there will be about 2 billion users of English worldwide – the majority of whom are non-native English speakers, outnumbering native speakers at a ratio of about 4:1 (British Council, 2013). Another estimate puts the number of learners of English as a foreign language at 100 million to 1.1 billion (Baker, 2011: 84). In the European Union, for example, English is the most widely taught foreign language (Cenoz & Gorter, 2013: 591; Eurostat, 2016). As English continues its global dominance as a lingua franca, it is crucial to understand the processes and issues in English education around the world.

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of contexts where English is an additional language or a workplace lingua franca, that is, in English as a foreign language (EFL) contexts. EFL contexts deserve research attention because they are distinct from contexts in which English is taught and learned as a second language in the target-language environment, that is, ESL contexts. In our view, EFL contexts differ in three main aspects from ESL contexts, and each difference poses practical problems for learners and teachers.

The most important difference is in the availability of the target language. Whereas most ESL learners have ready opportunities to use English 'in the wild' outside of the classroom (e.g. Barraja-Rohan, 2015; Yagi, 2007; see also Language Learning in the Wild, 2017; Wagner, 2015), EFL learners' opportunities to use English are mostly limited to instructional settings such as classrooms (e.g. Cenoz, 2007; Hauser, 2009; Herazo Rivera, 2010; Rao, 2002), arranged online lessons (e.g. Balaman & Sert, 2017; Kozar, 2015; Nguyen, 2016) and class exchange activities online (e.g. Whyte & Cutrim Schmid, 2014). Outside of instructional settings, EFL learners may be exposed to the target language as consumers of the internet and entertainment (music, movies, games, and so on) (e.g. Piirainen-Marsh & Tainio, 2009) or as users of English as a lingua franca at the workplace (e.g. Firth, 2009a, 2009b). How do students and teachers in classroom interaction orient to this limited access to the target language? For example, do teachers strive to use English in their own speech and police the use of English by students to increase their target language exposure and practice? Outside of the classroom, how does language learning 'in the wild' take place in EFL contexts?

A second and related aspect that sets EFL contexts apart from ESL contexts is the purpose of language learning. Most ESL learners often have immediate needs to use the target language in their daily lives or future academic and professional careers for immersion in or integration into the target society (e.g. Duff et al., 2000; Menard-Warwick, 2007). In contrast, the relevance of English to EFL learners in many parts of the world, despite general perceptions of English's socio-economic advantages, is often vague and undefined (e.g. Butler, 2011; Cenoz, 2007; Chang & Goswami, 2011), with the exception of workplace settings where English is used as a lingua franca (e.g. Firth, 2009a, 2009b). How do teachers connect their lessons to the students' life-world experiences outside of the EFL classroom? How do learners make sense of teaching and testing activities in the target language? At the workplace, how do learners develop language skills in situ as they carry out work-related tasks?

A third and final major difference between EFL and ESL contexts lies in the common language and culture shared by teacher and students. While the teacher and students in an ESL classroom may come from various languages and cultures (e.g. Auerbach, 1993; Nguyen & Kellogg, 2010), the teacher and students in an EFL classroom typically speak the same first language (L1) and share the same cultural values as well as expectations about teaching and learning (e.g. Canagarajah, 1999; Cenoz, 2007). The questions are: Does this shared linguistic and cultural background pull the EFL teachers and students away from the target language in actual classroom interaction and, if so, how does this take place? How do they negotiate and resolve the tension between their expectations and the assumptions of teaching methodologies imported from English-speaking countries?

The authors in this collection will focus on how learners and teachers orient to the above constraints and affordances in English education around the world with respect to three facets: (1) learners' development of interactional competence; (2) the organization of teaching and testing practices; and (3) sociocultural and ideological forces that may impact classroom interaction. Our goal is to provide close-up glimpses into how English is learned, taught and assessed at the local, moment-to-moment level, both within and outside of the classroom. Such detailed analyses can inform English language teaching (ELT) professionals, teacher trainers, policy makers and researchers about how language learning, teaching and testing are conducted and accomplished, given the constraints and the...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2019
• Sprache: Englisch
• ISBN 10: 1788922883
• ISBN 13: 9781788922883
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 326
• Herausgeber: Nguyen Hanh Thi, Malabarba Taiane
• Kontakt zum Hersteller: preigu GmbH & Co. KG; mail@preigu.de; ; Lengericher Landstr. 19; Osnabrück; Niedersachsen; 49078; Deutschland