Perceptions of a Learner's Self‐Expressive Speech by an Instructor and the Learner

Bibliographic Data

ID8936323
AuthorsReiko Yoshida (0000-0001-9035-0765, UNSW Sydney, corresponding author)
Year2007
Volume40
Issue4
Pages622-634
Publication date2007-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2007.tb02884.x
OpenAlexW1969914477
LanguageEN
Citations received2
References cited7

Learners' spontaneous speech beyond interaction patterns such as teacher's initiation‐learner's response‐teacher's evaluation (I‐R‐E/F) (Heap, 1988; Mehan, 1979; Ohta, 1999) helps lead them to negotiated interaction (Boulima, 1999), which is effective for foreign language learning. This study examines both an instructor's and a learner's perceptions of self‐expressive speech in a Japanese language classroom at an Australian university. Methods of data collection and analysis included classroom observations, audio recording of the speech of the instructor and the learner in class, stimulated recall interviews, and discourse analysis. The data showed a gap between the instructor's and the learner's perceptions of the learner's self‐expressive speech. The instructor's negative evaluation of the learner's self‐expressive speech is related to “act” and “stance” (Ochs, 1993, p. 288), as well as social pressure (Allwright, 1996) within classrooms

Class (philosophy · Cognitive psychology · Foreign language · Linguistics · Mathematics education · Pedagogy · Perception · Recall · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology

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