Author :
Abstract
This study investigates apology speech act realization by native and nonnative English speaking teachers of English as a second/foreign language. For this purpose, 100 native English-speaking teachers of English as a second language in the USA and 100 nonnative English speaking teachers of English as a foreign language in Turkey took a discourse completion task in English. Based on the average number of strategies, the most common strategies were selected to compile speech act sets for either group in each situation. These strategies were compared using chi-square tests. Results indicate that the patterns of apology speech act sets differ in all situations. Moreover, chi-square tests revealed significant differences in strategy use. Results have implications in terms of training nonnative English speaking teachers in language use.
Keywords
Abstract
This study investigates apology speech act realization by native and nonnative English speaking teachers of English as a second/foreign language. For this purpose, 100 native English-speaking teachers of English as a second language in the USA and 100 nonnative English speaking teachers of English as a foreign language in Turkey took a discourse completion task in English. Based on the average number of strategies, the most common strategies were selected to compile speech act sets for either group in each situation. These strategies were compared using chi-square tests. Results indicate that the patterns of apology speech act sets differ in all situations. Moreover, chi-square tests revealed significant differences in strategy use. Results have implications in terms of training nonnative English speaking teachers in language use.
Keywords
- Alemi, M. & Irandoost, R. (2012). A textbook evaluation of speech acts: The case of English Result series. International Journal of Applied Linguistics & English Literature 1(6), 199-209. doi:10.7575/ijalel.v.1n.6p.199.
- Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
- Barron, A. (2003). Acquisition in interlanguage pragmatics. Learning how to do things with words in a study abroad context. Philadelphia, PA: John Benjamins Publishing Company
- Battaineh, R. F. & Battaineh, R. F. (2005). American university students’ apology strategies: An intercultural analysis of the effect of gender. Journal of Intercultural Communication, 9. Retrieved from http://www.immi.se /intercultural/nr9/bataineh.htm.
- Berns, M. (1992). Sociolinguistics and the teaching of English in Europe beyond the 1990s. World Englishes, 11(1), 3-14. doi:10.1111/j.1467-971X.1992.tb00043.x
- Blum-Kulka, S., House, J. & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.
- Brown, P. & Levinson, S. (1987). Politeness: Some universals in language use. Cambridge: Cambridge University Press.
- Cohen, A. (2005). Strategies for learning and performing L 2 speech acts. Intercultural Pragmatics, 2(3), 275- 301.
- Cohen, A. (2004). Assessing speech acts in a second language. In D. Boxer & A. D. Cohen (Eds.). Studying speaking to inform second language learning (pp. 302-327). Clevedon: Multilingual Matters Ltd.
- Delen, B. & Tavil, Z. M. (2010). Evaluation of four course books in terms of three speech acts: Requests, refusals and complaints. Procedia Social and Behavioral Sciences, 9, 692 – 697. doi:10.1016/j.sbspro.2010.12.219
- Diepenbroek, L. G. & Derwing, T. M. (2013). To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development? TESL Canada Journal/Revue TESL du Canada, 30(7), 1-20. doi:10.18806/tesl.v30i7.1149
- Eslami-Rasekh, Z. (2005). Enhancing the pragmatic competence of NNEST candidates. NNEST Newsletter, 7(1), 4-7.
- Eslami, Z. R., & Eslami-Rasekh, A. (2008). Enhancing the pragmatic competence of nonnative English- speaking teacher candidates (NNESTCs). In E. S. Alcón and A. Martínez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching, and testing (pp. 178-197). Bristol, UK: Multilingual Matters.
- Exline, J. J., Deshea, L. & Holeman, V.T. (2007). Is apology worth the risk? Predictors, outcomes, and ways to avoid regret. Journal of Social and Clinical Psychology, 26(4), 479-504. doi: 10.1521/jscp.2007.26.4.479
- Golato, A. (2003). Studying complement responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24(1), 90-121.
- Hudson, T., Detmer, E. & Brown, J. D. (1995) Developing prototypic measures of cross- cultural pragmatics. Honolulu, HI: University of Hawai’i Press.
- Hussein, R. F. & Hammouri, M. T. (1998). Strategies of apology in Jordanian Arabic and American English. Grazer Linguistische Studien, 49, 37-51,
- Intachakra, S. (2004). Contrastive pragmatics and language teaching: Apologies and thanks in English and Thai. Regional Language Centre Journal, 35(1), 37-62.
- Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
- Kaplan, R. B. (1999). The ELT: Ho(NEST) or not Ho(NEST)? TESOL NNEST Newsletter. The Newsletter of the Nonnative English Speakers in TESOL Caucus. 1(1). Retrieved from nnest.moussu.net/docs/ newsletter/NNESTNewsletter-1(1)-1999.pdf
- Lazaraton, A. (2004) Conversation analysis and the nonnative English speaking ESL teacher: A case study. In D. Boxer and A. D. Cohen (Eds.) Studying speaking to inform second language learning (pp. 49-67). Clevedon: Multilingual Matters Ltd.
- Leech, G. (1983). Principles of pragmatics. London: Longman.
- Lightbown, P. M. & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
- Liu, J. (2009). Complexities and challenges in training nonnative English-speaking teachers: State of the art. CamTESOL Conference on English Language Teaching: Selected Papers, Volume 5, 1-8.
- Maum, R. (2002). Non-native-English-speaking teachers in the English teaching profession. ERIC Digest. Retrieved from http://files.eric.ed.gov/fulltext/ED470982.pdf
- McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22
- McNamara, T. & Roever, C. (2006). Language testing: The social dimension. Language Learning, 56, Supplement 2.
- Peiying, J. (2007). Exploring pragmatic knowledge in college English textbooks. CELEA Journal, 30(5), 109- 199.
- Rose, K. R. (1994). Pragmatic consciousness-raising in an EFL context. Pragmatics and Language Learning Monograph Series, 5, 52-63.
- Sachie, I. (1998). Apology across culture and gender. SURCLE, 1, 26-35.
- Samimy, K. K. & Brutt-Griffler, J. (1999). What can a TESOL program offer to their "nonnative" professionals? TESOL NNEST Newsletter. The Newsletter of the Nonnative English Speakers in TESOL Caucus. 1(1). Retrieved from nnest.moussu.net/docs/newsletter/NNESTNewsletter-1(1)-1999.pdf
- Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca. View[z] 9(1), 51-
- Seidlhofer, B. (1999). Double standards: Teacher education in expanding circle. World Englishes, 18(2), 233-245
- Soozandehfar, S. M. A. & Sahragard, R. (2011). A textbook evaluation of speech acts and language functions in Top-Notch series. Theory and Practice in Language Studies, 1(12), 1831-1838. doi:10.4304/tpls.1.12.1831
- Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8(2), Retrieved from http://tesl-ej.org/ej30/a3.html
- Walker, R. (2006). Native or non-native? Or the best of both worlds? Forum: Native or non-native: Can we still wonder who is better? TESOL-EJ, 10(1), Retrieved from http://writing.berkeley.edu/TESLEJ/ej37/f1.html.