Pronunciation Accuracy: A Sociolinguistic Investigation - Article Example

? Article Annotations Article Annotations Annotation Canagarajah, A. (2006). TESOL at Forty: What Are the Issues? TESOL Quarterly, Vol. 40, No. 1, 9-34. The author proffered issues relative to the thrusts of TESOL Quarterly with three identified trends, to wit: (1) a continuation along the earlier lines of progression; (2) a radical reorientation along new paradigms; and (3) unresolved debates and questions about the direction in certain domains (Canagarajah, 2006, p. 9). The decision to determine the most appropriate focus were deemed to be affected by diverse factors including globalization, digital communication, and World Englishes. Canagarajah (2006) therefore revisited the story by presenting focus on the learner, on the subject matter, method, and on sociopolitical and geographic factors. After expounding on the broadening of TESOL’s story, in conclusion, the author disclosed that the future embraces an international family that respects mutual questioning, active negotiation, and radical integration (Canagarajah, 2006, p. 29). Annotation 2 Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. The author clearly indicated that the aim of the study was to examine the impact of group processes, including norms and cohesiveness of the groups, as influencing EFL learners’ motivation. A review of related literature was initially presented to expound on issues concerning group processes, group cohesiveness, group norms, L2 motivation (self-efficacy and learner autonomy. The actual research indicated that participants were 152 students of a Taiwan university where questionnaires and subsequent interviews had been administered. The results indicate that class grouping significantly affects second language learning motivation. The authors emphasized that future research needs to consider undetected factors that influence the relationship between group processes and language learning. Annotation 3 Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. The authors determined the effect of culture on motivation by conducting a study participated by 567 language learners in Taiwan. A survey was implemented focusing on topics such as motivation orientation, expectancy, and self-evaluated skill (Chen, Warden, & Chang, 2005, p. 609). By initially exploring various reviews of literature on motivation within the EFL setting, their study was developed to tailor to the Chinese EFL learners where the results found that integration was not a significant factor in the motivational learning effort (Chen, Warden, & Chang, 2005, p. 631). Limitations of the research were noted in terms of using two comparative cultural orientations: the West as contrasted with Chinese culture and thereby provides opportunities for future research within a more wider and diverse global cultural perspective. Annotation 4 Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. TESOL Quarterly, Vol. 39, No. 3; 489-511. The authors aimed to determine the relationship between ethnic group affiliation and second- language (L2) pronunciation accuracy defined here as native-like, nonaccented L2 speech or L2 speech that contains no first language (Li) influences (Gatbonton, Trofimovich, & Magid, 2005, p. 489). Two study questions were identified, to wit: (a) Is there a relationship between learners' L2 accent and ethnic group affiliation as perceived by fellow learners? (b) If such a relationship exists, what are its behavioural consequences? The participants of the study included 24 Francophone learners of English from Montrea where research methods used stimulus tapes and questionnaires. The results of the study revealed that L2 learners treated their peers' L2 accent as an indicator of these peers' degree of ethnic affiliation, thereby suggesting a relationship between the two (Gatbonton, Trofimovich, & Magid, 2005, p. 497). Annotation 5 Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-78. Motivational strategies, as tools to enhance student learning were measured through the participation of more than 1,300 students in Korea. The a classroom observation instrument called the Motivation Orientation of Language Teaching (MOLT), teachers’ motivational strategies were measured against learners’ motivated behavior as exhibited and recorded from the findings. There were conclusive evidence indicating a positive relationship between the motivational strategies used by teachers and the learners’ motivated behavior and overall learning. Annotation 6 Ho, M., & Wachob, P. (n.d.). Using Cooperative Learning to Prepare Students for Autonomy in Communication Tasks in Business Situations. TESL Reporter, Vol. 43, No. 2, 1-15. The authors aimed to determine the effectiveness of cooperative learning, or students’ working in groups in learning and developing skills, not only in writing, but in using critical thinking and in developing self-confidence and responsibility. The study initially presented a review of related literature on the subject of cooperative learning prior to delving into a research study participated by 127 second year students enrolled in a business school at a Singapore university. The findings revealed students’ preference for cooperative learning through group discussions prior to individual writing. Future research could be conducted to focus on cultural diversity and involving different kinds of students were cooperative learning method is implemented. Annotation 7 Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. The author proffered issues pertinent to motivation in the academic setting, particularly learning English as a foreign language, as influenced by developmental and environmental factors. As indicated, the aim of the study was to report determine the effect of motivational schemes of Indonesian adolescents with regard to issues pertaining to learning the English language within the identified first 20 months of junior level in high school (Lamb, 2007, p. 757). The findings indicate that despite the positive and stable attitudes of the students towards learning English viewing its social and personal relevance, the attitudes focusing on learning manifesting a downward trend (Lamb, 2007, p. 775). Implications for future instructions focusing on motivational schemes were presented for EFL practitioners. Annotation 8 Lee, W. (2010). Making English Lessons Engaging Through Video Materials Supported With Advance Organizers and Prediction Activities. TESL Reporter, Vol. 42, No. 2, 57-74. The use of video as instructional materials for language learning was perused initially through a review of literature. The use of advance organizers, clearly enumerated as pictures, key words, or scripts, prior to the listening or reading of a passage were reported to assist learners in understanding both the aural or textual input (Lee, 2010, p. 58). Prediction activities, on the other hand, a pre-listening activity, were noted to have an effective impact on language learners. The results revealed that well-chosen videos assist in stirring enhance interests for language learners. Annotation 9 Levis, J. (2005). Changing Contexts and Shifting Paradigms in Pronunciation Teaching. TESOL Quarterly, Vol. 39, No. 3, 369-377. The issues on the evolution of teaching pronunciation in English language teaching were highlighted given that diverse approaches have been applied. The author therefore delved into competing ideologies, determining the importance of the context, and the role of language identity, among others. As stipulated pronunciation approaches ranged from the reformed method, audiolingualism, the cognitive movement and early communicative language teaching have been discussed. Findings from his study reveal that teaching pronunciation is only partially a pedagogical decision and that old assumptions are ill-suited to a new reality (Levis, 2005, p. 376). Annotation 10 Luzerne-Oi, S. (2009). Creative Grouping. TESL Reporter, 38-44. The author presented tips for teachers when pairing and grouping students. She provided other strategies through additional and extension activities for forming random grouping. The author’s aim is to provide practitioners with guidelines for students to experience enhanced learning by being paired with other members of the class and not to retain or choose only a selected number of peers and friends. Additional activities that were mentioned included using names, birthdays, personal information, and vocabulary, using cards, pictures, candies and strings. Annotation 11 Mayora, C. (2009). Using YouTube to Encourage Authentic Writing in EFL Classrooms. TESL Reporter, Vol. 42, No. 1, 1-12. The article delved into the role that Internet Communication Technologies (ICTs) play within the ESL/EFL learning environment, particularly focusing on YouTube as a contextual means for academic writing. From the benefits accorded by ICTs, the author compared instructional implementation of video comment tasks for students with, as contrasted to without, easy access to the internet. Mayora’s (2009) findings revealed that YouTube, as a source of information for ESL/EFL learning would contribute effectively to the students’ development of writing skills (Mayora, 2009, p. 9). Annotation 12 McNamara, T. (1997). Theorizing Social Identity: What Do We Mean by Social Identity? Competing Frameworks, Competing Discourses. TESOL Quarterly, Vol. 31, No. 3, 561-567. The author initially proffered issues that define and expound on the social identity theory with the aim of understanding the links between social identity, minority identity, and language attitudes in language teaching/learning settings. Likewise, McNamara (1997) delved into criticisms of the theory and comparing it to other alternative approaches for greater understanding. His findings indicate that the theoretical framework of the social identity theory continue to be applicable and relevant in contemporary times. Annotation 13 Morita, N. (2004). Negotiating Participation and Identity in Second Language Academic Communities. TESOL Quarterly, Vol. 38, No. 4, 573-603. The study delved into the study of academic socialization using the community of practice as the theoretical framework. A qualitative multiple case approach was used through the participation of six female masteral students from Japan. The factors that provided crucial influence in the students’ ability to participate and interact focused on negotiation of competence, identities and power relations. Pedagogical implications were noted for both conceptual and practical levels that would benefit current and future practitioners in the field of second language learning and research. Annotation 14 Norton, B., & Toohey, K. (2001). Changing Perspectives on Good Language Learners. TESOL Quarterly, Vol. 35, No. 2, 307-322. The authors proffered issues pertinent to expanding understanding regarding second language acquisition (SLA) and good language learners (GLL) through an examination of previous studies on both subjects. Eventually, a discussion on these concepts in terms of conversations, communities of practice and learner identities were presented. Norton and Toohey (2001) identified two GLLs and pursued further studies on practices and agency in diverse settings. Their findings revealed that for greater understanding of GLL, special focus and attention to identified social practices where individuals learn second languages must be emphasized. The authors noted that future research on the subject should include factors that reveal new insights on race, the body, and (good) language learning to enhance greater understanding on second language acquisition. Annotation 15 Olsen, A., & Hunt, E. (n.d.). Five Easy Ways to Increase Participation and Improve Motivation. TESL Reporter, 55-57. The authors provided tips for teachers in encouraging students to actively participate and improve motivation in learning English through five steps, to wit: (1) giving students opportunities to earn one credit point; (2) through games such as whiteboard races; (3) by giving unannounced quizzes to perk students up; (4) providing mind reading exercises; and (5) giving writing exercises such as ring around the paragraph to heighten performance and improve writing skills. Annotation 16 Pierce, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, Vol. 29, No. 1, 9-31. The author examined the relationship between second language acquisition (SLA) theories as applicable to language learners in contemporary learning contexts. Through studying women immigrant workers for a 12-month period from January to December 1991 different theories on social identity, investment and the right to speak were pursued. Pierce presented different implications for classroom-based social research with five distinct objectives ranging from interacting with target language speakers, providing opportunities for critical reflections, reflecting on results noted in the author’s diaries or journals, recording unusual events and comparing data with other students and researches. Annotation 17 Porcaro, J. (2008). Using Court Cases to Foster Communication and Critical Thinking. TESL Reporter, Vol. 41, No. 2, 28-42. A unique topic innovatively thought of by the author in terms of using court cases as subject of instructions for teaching EFL for students in Japan. These cases were deemed highly informative and gives appropriate theoretical background for critical thinking and to explain the students’ personal views and opinions using English as the means of expression. A sample for six court case summaries were provided for the readers’ and practitioners’ benefits and parallel applications within the EFL learning environment. Annotation 18 Sasaki, M. (2011). Effects of Varying Lengths of Study-Abroad Experiences on Japanese EFL Students’ L2 Writing Ability and Motivation: A Longitudinal Study. TESOL Quarterly, Vol. 45, No. 1, 81-105. The authors conducted a study that encompassed investigating the effects of differentiating lengths of overseas experiences on 37 Japanese students’ English writing ability and motivation over a period of 3.5 years (Sasaki, 2011, p. 81). Three factors were considered in the study: L2 writing ability, L2 writing motivation, and effects of SA experiences on L2 writing. After requiring the participants to write compositions, their scores were tallied and interviews were conducted to determine motivational inputs in their writing abilities. The findings disclosed that when levels of motivation were found to be in force, an improvement in writing abilities have been found to be eminent. Different implications were identified to contribute effectively to enhanced FL learners’ L2 writing motivation an, their L2 writing ability on a long-term basis (Sasaki, 2011, p. 102). Annotation 19 Savignon, S. (1991). Communicative Language Teaching: State of the Art. TESOL Quarterly, Vol. 25, No. 2, 261-277. The author delved into tracing the evolution of communicative learning teaching (CLT) as an international concern. From the beginnings, Savignon identified CLT’s origins in the 1970s and expounded to historical underpinnings that spanned until contemporary times. The implications for existing CLT programs were likewise discussed, including issues that focus on grammar, and avenues of inquiry, to name a few. The author concluded by indicating that there is still much to learn in this particular field of endeavor as both the nature of language and language development were identified to be still in the pioneering stages. Annotation 20 Yihong, G., Yuan, Z., Ying, C., & Yan, Z. (2007). Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, Vol. 41, No. 1, 133-155. The authors investigated two factors: the English learning motivation types of Chinese Students and their self-identity changes of 2,278 undergraduates from 30 universities in 29 regions. Using Likert-scale questionnaire comprising of 30 items of motivation types based on free responses, and 24 items of self-identity changes in six predefined categories: self- confidence, subtractive, additive, productive, split, and zero change, the authors established that motivation types and self-identity changes were correlated through four pairs of canonical variables (Yihong, Yuan, Ying, & Yan, 2007, p. 133). The seven motivational types studied were intrinsic interest, immediate achievement, learning situation, going abroad, social responsibility, individual development, and information medium. Further, the authors divulged that from among the self-identity changes, self-confidence was the most prominent. The findings revealed that the more interested students were in the target language and culture, the more likely they were to experience productive and additive changes in self-identity (Yihong, Yuan, Ying, & Yan, 2007, p. 148). References Canagarajah, A. (2006). TESOL at Forty: What Are the Issues? TESOL Quarterly, Vol. 40, No. 1, 9-34. Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. TESOL Quarterly, Vol. 39, No. 3; 489-511. Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-78. Ho, M., & Wachob, P. (n.d.). Using Cooperative Learning to Prepare Students for Autonomy in Communication Tasks in Business Situations. TESL Reporter, Vol. 43, No. 2, 1-15. Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. Lee, W. (2010). Making English Lessons Engaging Through Video Materials Supported With Advance Organizers and Prediction Activities. TESL Reporter, Vol. 42, No. 2, 57-74. Levis, J. (2005). Changing Contexts and Shifting Paradigms in Pronunciation Teaching. TESOL Quarterly, Vol. 39, No. 3, 369-377. Luzerne-Oi, S. (2009). Creative Grouping. TESL Reporter, 38-44. Mayora, C. (2009). Using YouTube to Encourage Authentic Writing in EFL Classrooms. TESL Reporter, Vol. 42, No. 1, 1-12. McNamara, T. (1997). Theorizing Social Identity: What Do We Mean by Social Identity? Competing Frameworks, Competing Discourses. TESOL Quarterly, Vol. 31, No. 3, 561-567. Morita, N. (2004). Negotiating Participation and Identity in Second Language Academic Communities. TESOL Quarterly, Vol. 38, No. 4, 573-603. Norton, B., & Toohey, K. (2001). Changing Perspectives on Good Language Learners. TESOL Quarterly, Vol. 35, No. 2, 307-322. Olsen, A., & Hunt, E. (n.d.). Five Easy Ways to Increase Participation and Improve Motivation. TESL Reporter, 55-57. Pierce, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, Vol. 29, No. 1, 9-31. Porcaro, J. (2008). Using Court Cases to Foster Communication and Critical Thinking. TESL Reporter, Vol. 41, No. 2, 28-42. Sasaki, M. (2011). Effects of Varying Lengths of Study-Abroad Experiences on Japanese EFL Students’ L2 Writing Ability and Motivation: A Longitudinal Study. TESOL Quarterly, Vol. 45, No. 1, 81-106. Savignon, S. (1991). Communicative Language Teaching: State of the Art. TESOL Quarterly, Vol. 25, No. 2, 261-277. Yihong, G., Yuan, Z., Ying, C., & Yan, Z. (2007). Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, Vol. 41, No. 1, 133-155. Read More