ORCID Profile
0000-0001-8970-2241
Current Organisations
Macquarie University
,
UNSW Sydney
,
University of Sydney
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Publisher: Elsevier BV
Date: 02-2021
Publisher: Adam Mickiewicz University Poznan
Date: 24-06-2021
DOI: 10.14746/SSLLT.2021.11.2.4
Abstract: This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some in idual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.
Publisher: SAGE Publications
Date: 21-05-2012
Abstract: One measure of the impact of a high-stakes test is the attitudes that test takers hold towards it. It has been suggested that positive attitudes produce beneficial effects while real or anticipated negative experiences can result in the development of attitudes that erode confidence and potentially impact negatively on performance. This study investigated test taker attitudes by exploring the opinions, beliefs, and feelings of a group of overseas trained teachers preparing for a professional gate-keeping test, and examining correlations between attitudes and demographic and experiential factors. The participants were 105 candidates who were enrolled in a preparation course for the Professional English Assessment for Teachers. They were asked to complete a written survey questionnaire with three parts: to determine the nature of their attitude towards the test, to explore the relationship of attitudes and demographic data, and to investigate their perceptions of the sources of their attitudes. Results indicated that there was a slight predominance of negative attitudes, particularly among candidates who had unsuccessfully attempted the test. The main reported sources which correlated with a negative attitude were personal experiences and feelings as well as the impact of other people: notably teachers and other candidates.
Publisher: John Benjamins Publishing Company
Date: 11-02-2014
Abstract: This article takes a critical approach to the language used by Australian politicians during the global financial crisis of 2007–8. Critical periods in history provide a rich substrate for the appearance of new expressions with the potential to frame the debate, influencing the ways events are interpreted and blame attributed. Passing unnoticed into usage, such memes have the potential to become part of unexamined background knowledge and covertly co-opt hearers and users into shared systems of value and belief. The study focusses on one specific neologism deployed by opposition politicians, firstly in an attempt to create the erroneous impression that a recession was occurring and secondly that it was the fault of the Australian Prime Minister, Kevin Rudd. Patterns of occurrence were tracked against local and international events, indicating a life cycle with several distinct phases: chance emergence, a strategic deployment, cross-genre diffusion, resistance and eventual rejection. Keywords: Alliteration critical discourse analysis economic crisis blame political discourse slogans social media memes.
Publisher: University of Toronto Press Inc. (UTPress)
Date: 05-2018
DOI: 10.3138/DIASPORA.20.1.005
Abstract: It has been estimated that over 40% of people of Greek origin reside outside their home country, maintaining their language and cultural identity in different ways and to different degrees (Tamis 2005). As the proportion of Greek-born migrants in diaspora communities diminishes, their second-, third-, and fourth-generation descendants have been found to develop hybrid identities in which different attributes and values define their “Greekness.” Visits to the homeland and the nature of homeland experiences provide avenues for revaluation of identity, and real-world encounters involving the Greek language can play a significant role in how diaspora and transnational Greeks experience insider or outsider status, exerting an influence on the way they come to see themselves. This article reports on the experiences of Australian-born members of the diaspora, ranging in age from late teens to late forties. Conversational interviews were used to elicit stories of experience, which were then analyzed in terms of a multifaceted identity framework including reflexive, projected, recognized, and imagined identities. The findings reveal a complex interaction between the different facets of identity and shed light on how some in iduals can represent experience in ways that reflect an overall positive picture of resilience and cultural clarity.
Publisher: Walter de Gruyter GmbH
Date: 2017
DOI: 10.1515/IP-2017-0009
Abstract: Partial bilinguals who were born and raised in diaspora communities sometimes experience pragmatic failure when interacting with native speakers of their heritage language. This paper explores encounters among heritage and native speakers of Greek, focusing specifically on how the former conceptualize politeness, and how expectations may differ. Differences have been identified between Modern Greek and English: for ex le, the negotiation of the communication norms of a positive politeness society, – the management and mitigation of face threatening acts, the use of diminutives and terms of endearment, and the use of politeness markers and formulae. The present research explores how Greek and English politeness norms are conceptualized, experienced and managed by Australian-born heritage speakers of Greek. In semi-structured interviews of 1–1.5 hours’ duration, eliciting both general beliefs and small narratives of lived experience, Greek Australian participants were asked to reflect on their experiences communicating in Greek in a range of interpersonal contexts, including visits to Greece. The key concepts to emerge were directness, consideration and generosity, and respect, manifest in both behavior and language. Findings suggest that politeness expectations are at least partly shaped by experiences of communication with other members of the diaspora and with local and/or native speakers encountered during visits to Greece. A model is proposed for a range of situated interactions emerging from the data, which it is suggested can impact on politeness behavior and belief.
Publisher: Informa UK Limited
Date: 17-03-2021
Publisher: SAGE Publications
Date: 02-07-2020
Abstract: This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.
Publisher: Equinox Publishing
Date: 24-09-2018
DOI: 10.1558/WAP.30570
No related grants have been discovered for Jill Murray.