Even learners with good language ability do not automatically engage in interactional encounters in the foreign language. Affective factors, such as speakers’ willingness to communicate (WTC), self-confidence and enjoyment of oral interaction play an important role in this (e.g. Dewaele & MacIntyre, 2014; MacIntyre, 2002). Little is known, however, about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of three newly developed instructional programmes for English as a foreign language (EFL). These programmes differed in instructional focus (form-focused vs interaction strategies-oriented) and type of task (pre-scripted language tasks vs information gap tasks). Multilevel repeated measures analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that WTC decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for task achievement in EFL oral interaction, but that development in self-confidence did explain task achievement in trained interactional contexts. These results suggest that it is worthwhile for practitioners to address the development of self-confidence in their language lessons, and that they could do so my combining the use of information gap tasks with interactional strategy instruction that includes compensation-and meaning negotiation strategies.
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This thesis explores the opportunities for developing and assessing learners’ EFL oral skills in pre-vocational classrooms in the Netherlands. The thesis contains four studies. First, we evaluate the oral interaction practice offered in EFL coursebooks. In the second study, we explore ways to assess individual ability in oral interaction in a reliable and valid manner. Studies three and four report on two experimental studies. Study three investigates the effects of instructional programs on learners’ interactional ability, and study four investigates the effects of these programmes on the affective measures willingness to communicate, enjoyment and self-confidence. Additionally, this study explores the relationship between these affective variables and task achievement in oral interaction tasks. The thesis furthermore contains a summary and discussion of the main outcomes, suggestions for future research and for educational practice.
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Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts.
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Course materials play a vital role in the foreign language classroom. Relatively little attention has been paid, however, to analyzing the activities that foster oral interactional ability in EFL course materials. For the purpose of this study, a coding scheme was designed that focuses specifically on the development of interactional ability. This was used to analyse the three most commonly used EFL course books for pre-vocational learners in The Netherlands. The analysis revealed that course books focus more on developing language knowledge than on developing the ability to use this knowledge in interaction, that interactional strategies practice is missing, and that interactional practice is limited to the personal and public context. We conclude that EFL course books lag behind current SLA theories in the practical application of activities focused on developing interactional ability. Recommendations to strengthen the link between theory and practice are made.
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This contribution addresses two studies of the processes and outcomes of English as a foreign language (EFL) in Dutch primary education. Firstly, this article describes a preliminary study of the learning outcomes at the end of primary education, comparing pupils’ language proficiency after either two years or six to eight years of low-intensity EFL programs. Secondly, it describes the outcomes of a subsequent classroom observation study in a high-intensity bilingual primary education pilot in grade 1, focusing on teacher language use and teacher-pupil interaction. Results are related to learning outcome in terms of pupils’ receptive vocabulary knowledge. Conclusions focus on foreign language teaching in primary education in general, and bilingual primary education in particular.
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The importance of a near-native accent. This talk will discuss whether or not it is important for EFL-teachers to try and achieve a near-native generally accepted accent for their students. The focus will be on the credibility of non-native speakers of English while speaking English in a globalising world, with a heavy or mild foreign accent. These days and in the future more and more non-native speakers of English will communicate with each other in English. For a native speaker it is not that difficult to understand a non-native speaker speaking English with a lot of local or regional phonological interferences. For two non-native speakers of different origin, both speaking English with a mild or heavy accent, it might be more likely that confusion about what is being said occurs because of the foreign accent. Research (Shiri Lev-Ari &, Boaz Keysar, Why don't we believe non-native speakers? The influence of accent on credibility, 2010) proves that a near-native accent adds to the credibility of the speaker. In the Netherland most EFL-teachers were trained to speak English with an RP or GA accent. As soon as they start teaching students in secondary education they accept “World English” and most teachers do not pay a lot of attention to pronunciation mistakes made by their students, as long as they can get the message across. During the talk the audience will be asked how important they consider a near-native accent is, what mistakes they accept and don’t accept and in which way teaching pronunciation is an issue in their lessons. Some sound samples with typical mistakes the Dutch make while speaking English will be presented and discussed to see if the audience consider them to be confusing or not. Then a strategy, using phonetics as a tool, will be presented to help correcting a few typical mistakes. session type : talk (30 minutes) Audience; EFL teachers & teacher trainers
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Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.
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Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a "...lack of authentic situations outside of the classroom for practising English communication skills" [1]. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.
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It will be hard to find a Dutchmen under 50 years old who is not able to understand and speak English. Dutch pupils in secondary education spend about 4 hours a week studying grammar, reading texts, listening to conversations and giving presentations, all in English and that for four to six years. They even study cultural and historical aspects of the English speaking world. Music, films and playing online-computer games all add to a better understanding of the English language. The quality of most Dutch vowels and consonants are quite close to the quality of many English vowels and consonants. Most of the time an English utterance produced with Dutch vowel and consonant qualities will still be easily understood by native speakers of English. Phonological interference does not automatically make a Dutchman’s English unintelligible. However, why is it so easy to recognise a Dutchman as being Dutch while speaking English? Would it not be worthwhile to try and achieve a near-native accent for our pupils and students?
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