1. Applied Linguistics (Language Teaching and Learning)
Enrico Grazzi
Abstract
The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism ...
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The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism in the English classroom. Nevertheless, in spite of the extensive academic literature in the area of ELF research, it seems that a balanced pedagogical approach has not yet been developed by applied ELF scholars. The purpose of this study, therefore, is to show how Vygotsky’s sociocultural theory (SCT) and Gal’perin’s Systemic Theoretical Instruction (STI) (which informed the L2 teaching approach called Concept-based Language Instruction, C-BLI) may provide the appropriate scientific framework to bridge the gap between the mainstream English as a Foreign Language (EFL) syllabus, that is based on the native-speaker Standard English model, and the emergent use of non-native-speaker ELF, which results from the contact of learners’ L1 and English. In conclusion, this research intends to propose an integrated approach to teaching English that combines ELF, SCT, and C-BLI. This is expected to give language teachers a conceptual framework and theoretical orientation to carry out the paradigm shift in ELT that most ELF scholars advocate.
1. Applied Linguistics (Language Teaching and Learning)
Ali Malmir; Parisa Mazloom
Abstract
Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two ...
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Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two dynamic assessment (DA) models on L2 pragmatic comprehension accuracy and speed. A convenience sample of 52 upper-intermediate female EFL learners that were randomly assigned into a dynamic assessment experimental group (GDA), a computerised dynamic assessment (C-DA), and a Non-DA control group took part in the study. A 26-item researcher-made pragmatic listening comprehension test including requests, apologies, greetings, and refusals was used as pre- and posttests, and the treatments using the aforementioned DA and non-DA conventional models were completed in 14 sessions. Data analysis using ANCOVA showed that C-DA and G-DA could significantly increase pragmatic comprehension accuracy than the conventional non-DA instruction with C-DA being significantly better than G-DA. However, only C-DA could significantly decrease learners’ pragmatic comprehension speed than G-DA and Non-DA instruction. The findings of this study suggest that implementing C-DA by teachers can promote pragmatic comprehension accuracy and speed among L2 learners.
