Publisher: U of Central Lancashire   (Total: 2 journals)   [Sort by number of followers]

Showing 1 - 2 of 2 Journals sorted alphabetically
Intercultural Promenades : J. of Modern Languages and Intl. Studies     Open Access   (Followers: 4)
J. of Second Language Teaching & Research     Open Access   (Followers: 30)
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Journal of Second Language Teaching & Research
Number of Followers: 30  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2045-4031 - ISSN (Online) 2045-4031
Published by U of Central Lancashire Homepage  [2 journals]
  • Native-speakerism: A Thorn in the Side of ELT

    • Authors: Natalia Fedorova, Kaur Kashmir
      Pages: 59 - 80
      Abstract: Abstract
      Native-speakerism, as Kumaravadivelu (2016, p. 82) famously noted, is a subject where “seldom in the annals of an academic discipline have so many toiled for so long and achieved so little”. There have been several suggestions for the reverse of this trend but none of them appear to have penetrated the mainstream industry. This article aims to reflect on this phenomenon by analysing the study of attitudes towards native-speakerism among students in Portugal and the UK with a particular emphasis on attitudes towards NS and NNS accents including features such as accuracy which included an evaluation of the students’ own accents in English and their goals for learning English in terms of acquisition/non-acquisition of a particular variety of English and attitudes towards English as a lingua franca. Overall, it was found that native-speakerism is widespread amongst students learning English, which corroborates other studies on this topic. Nevertheless, students in this study appear to show an interest in learning more about English varieties and World Englishes even though they are drawn to and hold the dominant standard - UK and American varieties - as the benchmark of acceptability and aspiration. By arguing that the frequently proposed measures cannot tackle native-speakerism on a truly global scale, this paper is meant to contribute to the body of research on native-speakerism and at the same time take a critical approach towards the perspectives of eliminating native-speakerism.
      PubDate: 2023-01-09
      Issue No: Vol. 9, No. 1 (2023)
  • Revisions, Resource Consultations and Their Interplay: A Study of L2
           Student Writers

    • Authors: Rikke Hartmann Haugaard
      Pages: 1 - 32
      Abstract: Revisions and the consultation of resources are both central components of L2 student writing and essential elements in developing writing skills. In this study we aim to create insights into the writing practices of L2 student writers by exploring textual revisions and digital resource consultations, and their possible interplay. Such insights will benefit researchers and teachers in the field of second language writing and can eventually be used to support L2 students in improving their writing skills. The revisions and external resource consultations of four Danish second-year university students during the writing of a Spanish press release were captured using screen recording software and later analysed manually. Results suggest that revisions of form were far more common than revisions of content indicating that the students succeeded in generating suitable content, which did not often require revision. Results also indicate that students, by far, preferred to consult the traditional online bilingual dictionary as an external resource. This suggests that the most common problems were lexical in nature. Moreover, almost one fifth of the revisions were carried out after consulting external resources which suggests that the students frequently demonstrated the capacity to solve the problems solely by means of internal resources.
      PubDate: 2022-11-21
      Issue No: Vol. 9, No. 1 (2022)
  • Assessing EFL Speech: A Teacher-Focused Perspective

    • Authors: Gaëtanelle Gilquin, Sylviane Granger, Yves Bestgen
      Pages: 33 - 58
      Abstract: With the aim of better understanding the difficulties that non-native teachers of English as a foreign language (EFL) face when assessing oral skills, we conducted an educational training activity for in-service teachers, involving action research and reflective practice. In the first part, 27 non-native teachers were asked to use the scales of the Common European Framework of Reference for Languages (CEFR) to assess a number of authentic EFL speech samples taken from a learner corpus. Their assessment was examined quantitatively as well as qualitatively and compared to that of two native professional raters. While the analyses highlighted a good degree of agreement between the teachers as well as between the teachers and the experts, they also confirmed the often-observed tendency for non-native raters to be more severe in their evaluation of L2 performance than native raters. The results also indicated that teachers and native experts do not base their overall assessment on the same aspects of the spoken performance. For the second part of the study, we designed group activities and discussions to help the teachers reflect on their own practices and learn from those adopted by others. The analyses showed that the teachers did not feel well-equipped to assess speech and that they would benefit from appropriate training in this area.
      PubDate: 2022-11-21
      Issue No: Vol. 9, No. 1 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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