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Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ...
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022)
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021)
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Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study
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Tran, Thao. - : Victoria University of Wellington, 2020
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The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam
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Bui, Trang. - : Victoria University of Wellington, 2019
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Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study
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Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension
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Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University
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Abstract:
In educational/academic contexts, participation in spoken interaction has been drawing attention as a potential source of problems for second language learners (Ferris & Tagg, 1996). Many scholars have acknowledged a need for students to participate actively in spoken communication in the higher education contexts (e.g. Mason, 1995) and also identified influential factors, including language proficiency (e.g. Xu, 1991) and socio-cultural incongruence (e.g. Lee, 2009), for the participation of non-native-speaker of English international students in their new educational practices through oral communication. While postgraduate students are assumed to have opportunities for educational interaction, the nature of activeness and collaboration in postgraduate educational practices as well as expected communicative competence need more attention. In the current study, peer interaction was conceptualized as a focal point that would help understand students’ active and collaborative learning in postgraduate education. The current study explored the processes of the creation and utilization of educational peer interaction which are afforded and constrained by contextual factors. An ethnographic approach, inspired by the development of Needs Analysis in the English for Academic Purposes research tradition and Ethnography of Communication (Gumperz & Hymes, 1972), was adopted. Specifically, insider perspectives of lecturers, local students, native-speaker and non-native-speaker international students, from three disciplines, namely, Applied Linguistics, Engineering, and Business School, were investigated through semi-structured interviews, triangulated with non-participant observations and Floor Analysis (Edelsky,1981) of audio-recorded interaction among students. Particular foci are on what types of peer interaction opportunities are created and utilized in postgraduate courses, what motivations are behind the creation and utilization of peer interaction opportunities for postgraduate learning, and how postgraduate students use communicative competence in peer interaction. Findings show that different types of peer interaction are situationally created by lecturers as well as students under the influences of multiple contextual factors, including learning objectives, pedagogical belief, and physical classroom settings. The findings also confirmed that students bring into postgraduate educational practices multi-faceted personal resources, including linguistic competence, social relations, domain knowledge, and previous educational experiences, which could accommodate or impede their participation in peer interaction. Also, students were found to utilize peer interaction opportunities to collaboratively develop their learning of the target academic knowledge while actively and interactively deploying a wide range of communicative functions, such as utterance completion, repetition, summary, validation, and information addition/edition. Pedagogical implications from this study can inform EAP practices, in the sense that EAP learner international students should be made aware of the interactive nature of learning in the target educational contexts, what factors could influence their interaction, and what sorts of communicative competence are needed in postgraduate environments where students are expected to actively and collaboratively engage in the development of their own learning.
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Keyword:
English for Academic Purposes; International Education; Peer Interaction
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URL: http://hdl.handle.net/10063/6264
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In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia
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