367
Views
0
CrossRef citations to date
0
Altmetric
Research Article

ELF Teacher Talk: Examining Speech Modification in Japanese Classrooms

ORCID Icon
Pages 468-484 | Received 07 Oct 2021, Accepted 18 May 2022, Published online: 01 Jun 2022

References

  • Björkman, B. (2011). Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness? Journal of Pragmatics, 43(4), 950–964.
  • Björkman, B. (2014). An analysis of polyadic English as a lingua franca (ELF) speech: A communicative strategies framework. Journal of Pragmatics, 66, 122–138.
  • Blau, E. K. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24(4), 746–753.
  • Cervantes, R., & Gainer, G. (1992). The effects of syntactic simplification and repetition on listening comprehension. TESOL Quarterly, 26(4), 767–770.
  • Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437–458.
  • Cobb, T. (2021). Text Lex Compare (Version 4.3) [Computer software]. Retrieved from https://www.lextutor.ca/cgi-bin/tl_compare/
  • Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66(1), 97–105.
  • Cook, G. (1997). Language play, language learning. ELT Journal, 51(3), 224–231.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.
  • Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), 179–187.
  • D’Angelo, J. (2019). From learners to users: Reframing a Japanese university curriculum towards a ‘world Englishes enterprise’- informed English as a medium of instruction model. In F. Fan & W. Handoyo Puji (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 123–140). Bristol, Blue Ridge Summit: Multilingual Matters. doi:10.21832/9781788924108-010
  • Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21(2), 285–301.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Gass, S. M., Mackey, A. (2020). Input, interaction, and output in L2 acquisition. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition: An introduction (pp. 192–222). New York: Routledge.
  • Gorsuch, G. J. (2001). Japanese EFL teachers’ perceptions of communicative, audiolingual and yakudoku activities: The plan versus the reality. Education Policy Analysis Archives, 9(10), 1–27.
  • Griffiths, R. (1990). Speech rate and NNS comprehension: A preliminary study in time‐benefit analysis. Language Learning, 40(3), 311–336.
  • House, J. (2003). English as a lingua franca: A threat to multilingualism? Journal of Sociolinguistics, 7(4), 556–578.
  • Igarashi, T., & Igarashi, S. (2022). Incorporating awareness of English as a lingua franca into teacher education for secondary school Japanese teachers of English. The Language Teacher, 46(1), 13–18.
  • JASP Team. (2020). JASP (Version 0.14.1) [Computer software].
  • Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315.
  • Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–494.
  • Kaur, J. (2011). Doing being a language expert”: The case of the ELF speaker. In A. Archibald, A. Cogo, & J. Jenkins (Eds.), Latest trends in ELF research (pp. 53–75). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong: Hong Kong University Press.
  • Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377.
  • Lochland, P. (2020). Intelligibility of L2 speech in ELF. Australian Journal of Applied Linguistics, 3(3), 196–212.
  • Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207–228.
  • Matsuura, H., Chiba, R., Mahoney, S., & Rilling, S. (2014). Accent and speech rate effects in English as a lingua franca. System, 46, 143–150.
  • McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 24(2), 131–154.
  • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59–82.
  • OECD. (2020). Average class size, by type of institution (2018) and index of change between 2005 and 2018: By level of education, calculations based on number of students and number of classes. Teachers, the learning environment and the organisation of schools. Author. doi: 10.1787/954446a9-en
  • Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3(1), 53–66. Retrieved from https://www.talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf
  • Otsuji, E., Pennycook, A. (2018). The translingual advantage: Metrolingual student repertoires. In J. Choi & S. Ollerhead (Eds.), Plurilingualism in teaching and learning: Complexities across contexts (pp. 71–88). New York: Routledge. doi:10.4324/9781315392462-5
  • Provalis Research. (2016). QDA Miner Lite (Version 2.0.8) [Computer software].
  • Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 369–385.
  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
  • Suzuki, A. (2020). ELF for global mindsets? Theory and practice of ELT in formal education in Japan. In M. Konakahara & K. Tsuchiya (Eds.), English as a lingua franca in Japan: Towards multilingual practices (pp. 71–89). London: Palgrave Macmillan. doi:10.1007/978-3-030-33288-4_4
  • Taguchi, N., Yamaguchi, S. (2020). Intercultural pragmatics in English as a lingua franca. In Z. Tajeddin & M. Alemi (Eds.), Pragmatics pedagogy in English as an international language (pp. 76–94). New York: Routledge. doi:10.4324/9781003097303-5
  • Tsui, A. B. (1991). Learner involvement and comprehensible input. RELC Journal, 22(2), 44–60.
  • Ushiro, Y., Nakashima, Y., Nishigaki, C., Fukazawa, S., Akiyama, T., Adachi, T., and Nemoto, A. (2021). Sunshine English Course. Tokyo: Kairyudo.
  • Wong, S. W., Mok, P. P., Chung, K. K. H., Leung, V. W., Bishop, D. V., & Chow, B. W. Y. (2017). Perception of native English reduced forms in Chinese learners: Its role in listening comprehension and its phonological correlates. TESOL Quarterly, 51(1), 7–31.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.