34 research outputs found
Communication strategies: Implications for EFL university students
No full textOral communication is an interactive process in which an individual alternately takes the roles of speaker and listener. Thus, rather than focusing on each skill separately, these skills should be considered integratedly. In order for students to overcome the burdens in listening and speaking skills, they need to develop communicative competence, especially strategic competence. With reference to speaking, strategic competence points out the ability to know how to keep a conversation going, how to terminate the conversation, and how to clear up communication breakdowns and comprehension problems (Shumin, 1994). Therefore, the aim of this quantitative study is to investigate both speaking and listening strategies (so called “communication strategies”) used by EFL students to cope with problems during communication so they can be integrated into language teaching in order to develop students’ strategic competence. Two hundred ninety-one Turkish EFL university students participated in this study. Researchers used the “Communication Strategy Inventory”, a 5 point Likert-type scale developed by Yaman, Irgin and Kavasoglu (2011). The findings of this study revealed that EFL students used negotiation for meaning, compensatory, and getting the gist strategies in communication. It also found that female students used communication strategies more than males and advanced level students. Key Words: Communication, Strategy, EFL learner </div
Review of Video enhanced observation for language teaching: Reflection and professional development
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A Difficulty Analysis of Cleft Sentences
No full textThis empirical study was investigated to define how difficult the clefts sentences for the EFL freshman students and to describe the difficulty levels of types of cleft sentences. The study examined to what extend instruction on cleft sentences clarified the EFL freshman students’ confusion in cleft structures. The data administrated by 61 freshman students at the Department of English Language Literature (ELL) in a state university in Turkey was collected through the pre-test and post-test design. The results revealed that participants showed a significant improvement in understanding the cleft structures. In addition, there are significant differences among students’ level of recognition for each type of cleft structure and the most confusing cleft types for the EFL students are it-clefts, if-because cleft and all-cleft
English as a lingua franca: From classroom to out-of-class communication
No full textThis case study explores the perceived contributions and impacts of out-of-class ELF-oriented practices on EFL learners’ perspectives for EFL communication. 22 Turkish EFL learners studying at a state university participated to the study and each of them were asked to engage in communication with a large number of international and exchange students from different culture and language contexts on campus. At the onset of the process, Turkish learners were informed about the written and spoken genres of the out-of-class communication (including business meetings, job interviews, academic reports, resumes etc.) incorporated into an oral communication skill course in 14 weeks. Immediately after each ELF communication, that is the out-of-class communication activity completed with the native speakers or non-native speakers of English, they kept their weekly records and wrote self-reflections. The collected data were analyzed by following the steps of coding method (Merriam, 1998). Findings suggest that ELF-oriented practices out-of-class communication raised EFL learners’ awareness and perceptions towards cultural and linguistic diversities. Also, EFL learners appeared to show new insights on intelligibility in communication and willingness to employ communication strategies such as negotiation for meaning, use of non-verbal communication, in order to enhance their intercultural communicative competence
A Phenomenological exploration of early adolescents Poster, PowerPoint and Animoto presentations
No full textThe present study discusses a phenomenological study of early adolescents’ experiences of Poster, PowerPoint, Animoto in English language learning. The study’s aim was to explore and understand both preparation and presentation of Poster, PowerPoint and Animoto of ten university students, aged 18-25 years, by drawing attention to visual and oral elements. The data was collected through observations and semi-structured interviews and analyzed through phenomenological data analysis steps (Moustakas, 1994). The themes emerged from the data, visual learning satisfaction in using PowerPoint and Animoto, visual learning, providing structure to oral presentation, learning from peers’ presentations, draw attention to using Poster, PowerPoint and Animoto as each supports visual learning and organization of thoughts in oral presentations. Keywords: Poster, PowerPoint, Animoto, ELL, Oral presentation, Visual Learning</p
Paralinguistics in Spoken English: Investigating the Use of Proxemics and Kinesics in an EFL Context
No full textThis research presents how important the body language in oral communication for the foreign language users is in cross cultural communication. Yet, very little attention has been given in the international setting for incorporating paralinguistics into the classroom environment. This paper aims to explain the essential elements of paralinguistics, and to have a special consideration on the use of paralinguistic elements by foreign language learners in a Turkish context. The participants of the study included 68 EFL tertiary level students at a state university in Turkey. The data were collected using a questionnaire “Paralinguistics in Spoken English” developed by the researcher. Descriptive statistics, frequencies and independent samples t-test procedures have been calculated to analyze the collected data. It has been found that item 34, 49, 43, 31, 46 (see Table 2) are the most frequent used proxemics and kinesics by the participants. There is a significant difference in terms of the use of the kinesics and proxemics regarding both gender and regional differences. The results reveal that cultural values should be taught as paralinguistics to prevent both intra cultural and inter cultural communication among EFL students.</jats:p
Paralinguistics in Spoken English: Investigating the use of proxemics and kinesics in an EFL context. International Journal of Linguistics
No full textEnglish Teachers Question on Education: “Should MEB High Schools be converted to Anatolian High Schools?
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