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1860798117934268416
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| building |
INTELEK Repository
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| collection |
Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3
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| copyright |
Copyright©PWB2025
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| country |
Malaysia
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| date |
2020-12-24
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| format |
General Document
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| id |
15989
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| institution |
UniSZA
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| originalfilename |
THE DISCURSIVE BEHAVIOUR OF JORDANIAN LEARNERS OF ENGLISH IN CONSTRUCTING THE IDENTITY OF A GROUP LEADER (PHD_2020).pdf
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| person |
Omar Mohammad Alali
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| recordtype |
oai_dc
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| resourceurl |
https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15989
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| sourcemedia |
Server storage
Scanned document
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| spelling |
15989 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15989 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) 212 Copyright©PWB2025 THE DISCURSIVE BEHAVIOUR OF JORDANIAN LEARNERS OF ENGLISH IN CONSTRUCTING THE IDENTITY OF A GROUP LEADER (PHD_2020).pdf 2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader Discourse analysis—Religious aspects Religious discourse in online media Digital communication and religion Newspaper reader comments analysis Omar Mohammad Alali 2020-12-24 This study scrutinised the discursive behaviour of Jordanian learners of English by tracking their orientation to specific roles assigned by the teacher, i.e. the group leader and the group members, and its effects on language learning. English is often taught through small group task interactions to optimise student involvement. However, the group works are not always successful, as not all students have good interactional competence. Most research in learner-learner interaction focuses on dyadic communication or the relationships between task types and interactional patterns, and not much work has described in detail how students lead and participate in small group discussions to accomplish a task, especially in the Jordanian context. Drawing on the Conversation Analysis perspective of identity and Classroom Interactional Competence, this study highlighted foreign language learners’ discursive behaviour in small group task interactions. This study applied the Conversation Analysis method in the examination of audio-and video recordings of learner-learner group interactions in Mutah University in Jordan. The group interactions took place in two speaking classrooms: Classroom B1, which consists of 12 English major undergraduates and Classroom B2, which consists of 12 graduates from different majors, such as Business Administration and International Relations. Learners in Classroom B1 learn to speak to fulfil part of their Bachelor’s degree requirement whilst learners in Classroom B2 are being prepared for the TOEFL examination. The same teacher, Teacher A, teaches both classrooms B1 and B2. Throughout the data generation period, which took place from February to April 2019, a total of three speaking classroom activities were recorded in each class and field notes were taken. The findings reveal that the assigned group leaders took on a teacher’s role by performing several pedagogical practices. They allocated turns, gave instructions, repaired and initiated repairs, provided scaffold feedback, and explained word meanings. Other group members responded to nominations, made contributions, requested clarification, and sought language assistance. Through this co-orientation to ‘doing being a group leader’, the foreign language learners demonstrated classroom interactional competent in group discussions led by a peer participant. The findings of this study have implications for language learning through group task interactions. It argues that the Self-Evaluation of Student Talk must be constructed to enable a holistic understanding of foreign language classroom interaction and to facilitate student self-reflective practices. Thesis
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| spellingShingle |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
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| state |
Terengganu
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| subject |
Discourse analysis—Religious aspects
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| summary |
This study scrutinised the discursive behaviour of Jordanian learners of English by tracking their orientation to specific roles assigned by the teacher, i.e. the group leader and the group members, and its effects on language learning. English is often taught through small group task interactions to optimise student involvement. However, the group works are not always successful, as not all students have good interactional competence. Most research in learner-learner interaction focuses on dyadic communication or the relationships between task types and interactional patterns, and not much work has described in detail how students lead and participate in small group discussions to accomplish a task, especially in the Jordanian context. Drawing on the Conversation Analysis perspective of identity and Classroom Interactional Competence, this study highlighted foreign language learners’ discursive behaviour in small group task interactions. This study applied the Conversation Analysis method in the examination of audio-and video recordings of learner-learner group interactions in Mutah University in Jordan. The group interactions took place in two speaking classrooms: Classroom B1, which consists of 12 English major undergraduates and Classroom B2, which consists of 12 graduates from different majors, such as Business Administration and International Relations. Learners in Classroom B1 learn to speak to fulfil part of their Bachelor’s degree requirement whilst learners in Classroom B2 are being prepared for the TOEFL examination. The same teacher, Teacher A, teaches both classrooms B1 and B2. Throughout the data generation period, which took place from February to April 2019, a total of three speaking classroom activities were recorded in each class and field notes were taken. The findings reveal that the assigned group leaders took on a teacher’s role by performing several pedagogical practices. They allocated turns, gave instructions, repaired and initiated repairs, provided scaffold feedback, and explained word meanings. Other group members responded to nominations, made contributions, requested clarification, and sought language assistance. Through this co-orientation to ‘doing being a group leader’, the foreign language learners demonstrated classroom interactional competent in group discussions led by a peer participant. The findings of this study have implications for language learning through group task interactions. It argues that the Self-Evaluation of Student Talk must be constructed to enable a holistic understanding of foreign language classroom interaction and to facilitate student self-reflective practices.
|
| title |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
|
| title_full |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
|
| title_fullStr |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
|
| title_full_unstemmed |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
|
| title_short |
2020_The Discursive Behaviour of Jordanian Learners of English in Constructing the Identity of a Group Leader
|
| title_sort |
2020_the discursive behaviour of jordanian learners of english in constructing the identity of a group leader
|