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Acknowledgment:
This material is based upon work supported by the PROGRAM FOR CAREER DEVELOPMENT OF YOUNG SCIENTISTS, BAS, under Grant No. ДФНП-114/11.05.2016.
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D OI: http://dx.doi.org/10.20534/EJLL-16-4-15-24
Dr. Manssour Habbash, University of Tabuk, Saudi Arabia E-mail: research2015ut@gmail.com
Online Sources in EFL/ESP Classes at Saudi Arabian Universities for Creating LASS
Abstract: In support of Chomsky's Language Acquisition Device (LAD), Burner [3, 19] proposes that a certain phenomenon called Language Acquisition Support System (LASS) plays a significant role in the acquisition oflanguage. Bruner also proposes the concept of 'spiral curriculum' as an effective instructional device that emphasizes the importance of a number of revisits to a topic for an in-depth understanding of the topic as well as for developing cognitive base for building upon the topic. Drawing upon the concepts of Bruner, this study hypothesizes that EFL (English as a Foreign Language)/ESL (English for Specific Purposes) teachers make use of the available online sources for producing a framework of scaffolding for their students and for creating LASS in their classes that support language acquisition process. To this extent this study aims at exploring the different ways that the teachers of EFL/ESP at the University of Tabuk in Saudi Arabia are using online sources in ways that support in developing a framework of scaffolding and creating LASS. The study employs mixed methods research model and collects data through interviews and questionnaires. The data gathered from the teachers is analyzed both qualitatively and quantitatively and presented the narrative as well as the statistical accounts of the findings. The study finds that scaffolding is an important constituent of LASS, that the teachers create LASS in their classes by using online sources, and concludes that the creation of LASS in Saudi Arabian EFL/ESP classes is an essential factor in the acquisition of the language.
Keywords: LASS, EFL/ESP, Using On-Line Sources, Formats, Language Acquisition and Scaffolding.
Purpose, Objectives and Design of the Study tional purposes is gaining prominence because ofits avail-
Since the use of online sources for classroom instruc- ability and the ease of access, it's useful to get teachers'
attention to the different ways that online sources can be used in teaching EFL/ESP classes. To this end, the study finds it worthy to explore the different ways and purposes the online sources are used by the currently practicing teachers, so that the findings of the study can be used in developing more efficient curricula in the upcoming years and in designing the relevant training programs for teachers in the field. The prime objective of this study is to explore the different ways that the EFL/ESP teachers at the university of Tabuk are using online sources that contribute to the creation of LASS (Language Acquisition Support System) in their classes. The secondary objective is to provide information literacy to the teachers about the useful ness of online sources in EFL/ESP classes and the possibility of creating LASS efficiently in their classes via the use on online sources. The study employs mixed methods research model and the information is gathered using purposive and convenient sampling methods through a questionnaire and interviews. Hard copies of the questionnaire are distributed to two groups of teachers at two campuses of the university. In addition, face-to-face interviews are conducted among a sample of teachers after observing their classes. The responses of the teachers are analyzed in light of Bruner's language acquisition theories employing qualitative and quantitative methods and the results are used in making recommendations for designing future curricula and teacher training programs.
Introduction
Bruner [3, 34] brings forth the statement by George Miller that talks about the importance of filling the void between the impossibility of the empiricist association-ism and the miraculousness of nativism; the two prominent learning theories that have their own extremities to be explained about the language acquisition process. The associationism is a behaviorist learning theory that counts on a set of responses that keep transferring from one stimulus to another and language learning happens by imitation of model performances that get reinforced for correct performance. The failure of the associationism in explaining the generative effect of syntax that could produce sentence construction that are never heard before lead to the development of the nativist theory for which the credit is rendered on Noam Chomsky. The nativism relies on the Language Acquisition Devise (LAD) that is innately loaded with universal grammar of languages that enables children to learn languages with just an exposure to a language and without the necessity of any pre-linguistic knowledge of the world or any communication with another person. In an effort to fill
the void between these two theories that are considered extremist in their own way and to address the misgivings in both of them, Bruner proposes the phenomenon of Language Acquisition Support System (LASS) that works in support of the Language Acquisition Device (LAD). Either by choice or by chance many teachers use online sources in different ways that create LASS in their classes. An overview of the teachers' use of online sources helps us in streamlining our choice of the use of online source in order to create LASS in EFL/ESP classes for expediting the learning process.
Teachers use various classroom activities for engaging their students in learning. EFL/ESP teachers have multiple options either online or offline for developing their classroom activities. When classrooms are well appointed with Internet facility, online sources prove to be the most engaging sources for creating a variety of activities. The materials that EFL/ESP teachers use for their classroom activities are basically either instructional or authentic. When using instructional materials the major challenges that teachers come up with are that the materials may contain the topics that are much remote from what the students' regular experiences, and so, may not demand complete involvement of the students in the activities. The major difficulty with the authentic materials would be the availability of the materials suitable to the target language instruction. In the view of Wat-kins & Wilkins [19, 114-116], online sources like You Tube and Google search, provide EFL teachers with authentic materials that can be used for teaching multiple language skills. When provided with Internet facility teachers can make use of these online sources for promoting vocabulary development and enhancing conversational, listening and pronunciation skills via exposure to different Englishes in the world. Apart from using it in many different ways, teachers can find content with realia that can stimulate the students to think and converse on cultural issues. When teachers find scarcity for suitable authentic materials, they can resort to online sources, which are easy to find and select the specifically suitable content for classroom activities.
Many websites that provide us with detailed descriptions about things ofvarious functionalities and services can be used for creating virtual contexts in ESP classes. These websites work as authentic teaching materials that stimulate and generate great discussions amongst students as well as between teachers and students on the topic of teachers' and students' choice. For example, Tar-nopolsky [18, 187-188] reports about the "authenticity of profession related learning activities in ESP classes."
That means ESP teachers can provide their students with the online web content that enables them to practice not just profession-oriented communication, but beyond that with profession-oriented communication in the planned target language. In this kind of activities, since acquisition of language remains in the forefront both explicitly and implicitly this type of learning becomes profession-oriented learning and not content learning. Even though a great number of teachers are using these online sources in different ways and for different purposes that contribute their part in creating a Language Acquisition Support System, we are uncertain about the different ways and purposes that these online sources are used practically in classrooms. To this end, this study explores the different ways and purposes that EFL/ESP teachers are using these sources that converge towards creating the LASS in EFL/ESP classes.
Literature Review
A brief review of literature brings forth the different ways teachers use online sources although their use of online sources is not pronouncedly directed towards the creation of LASS. However, an analysis of the teachers' use of online sources in different ways helps in proposing the probable factors in the use of online sources that could create LASS in EFL/ESP classes. "The information (available online) is current and frequently updated therefore providing a 'living' text. Using the Internet is fun as websites are full of animation, colors, sounds, pictures, interactive forms and digital video clips [21]." Learner centered EFL/ESP classrooms in many parts of the world are set with the latest technological advancements. The functionalities of the gadgets like projectors, presenters, smart boards and I-tools when combined with Internet sources become great instructional mechanisms that offer unbelievably efficient instructional methods in classrooms. Hammond & Gamlo [7, 2-4] writes about the Internet and Communication Technology (ICT) with regard to its potential in offering a variety of teaching and learning strategies. ICT makes classrooms more interactive with activities like playing video clips for content display, creating blogs for cooperative writing, using different tracks by native and nonnative speakers for getting their students exposed to world Englishes, projecting pictures for teaching vocabulary, encouraging students to produce presentations using PowerPoint, using emails for receiving writing works and responding to their writings. Many teachers and scholar find that ICT makes teaching more enjoyable and motivating to both teachers and learners. Ahangar & Izadi [1, 321] report that Internet brings about a great change in the learning
process ofEnglish language in general and vocabulary in particular. Online text processing provides the students with continuous exposure to the target language through natural repetitions of the target language. As students can experience the words visually, verbally and audibly, the knowledge of the new word become active in a short time compared to the learning process in the traditional classroom instructional styles.
The study of Niknejad & Rahbar [15, 125] on the impact of multimedia visualization reveals that the reading texts with dynamic pictures prove to be more effective in enhancing reading comprehension when compared to the reading texts with static pictures. Lo, Yeh, & Sung [13, 423-424] work on another aspect of reading instruction brings forth the advantages of annotated texts. When reading texts are marked with different colors for the topic sentence, the controlling idea and supporting details comprehension of the texts become easier. When students find it easier to understand the annotated texts, they start interacting on the texts about the structure and content and gradually the style of comprehension becomes a habit and once the habit is formed, the comprehension happens even without annotations. Since annotated texts help students analyze texts, they can also add their ideas about the highlighted text using the tools of the annotated text. The researchers find that students are much interested in working with annotated texts with regard to the ease of dealing with the texts, usefulness of the way of dealing with the texts and the motivating factors of the way of dealing with the texts.
Merc [14, 236-237] states that student teachers were not benefiting from technology available to them in their teaching practice at a satisfying level. Insufficient training, lack of basic facilities in the practicum schools, and student teachers' own choices were found the main reasons for student teachers to utilize technology in the teaching practice process. The findings of the study revealed a mismatch between teacher training programs and real-world classrooms in terms of technology integration in EFL instruction. Pedagogical implications of the study consist of the need for better integration of technology in EFL teacher training and a stronger link between the placement schools and the university.
Johnston & Marsh [10, 55-56] write about embedding information literacy into the curriculum through iPads and iBooks. These iBooks provide hands on experience of the activities that make the classes more interactive and so enhancing student engagement. According to ILTer [9, 154-155], compiling information for reporting it in English is easy with the availability of Internet
and the activities like compiling information can be used for improving both reading and writing skills subsequently. With Internet, it's easier to provide authentic, practical, easier and creative tasks in EFL classes. Hartono [8, 139] finds that teaching translation through interactive web is more efficient. While teachers instruct their students using tutor blogs, class sites and web quest, their students keep practicing their translation assignments through learner blogs that results in much improved outcomes. A study by Chien [4,114-115] provides us with the information about three online flashcard websites used for improving their students' knowledge of vocabulary. They find that these websites provide the students first with the knowledge of the words form and meaning, then they identified that the activities designed with the online flash cards improved their participation in the learning process. Snowball [16, 834-835] finds that a majority of students are in favor of replacing one lecture a week with online activities for improving their learning. In spite of the disagreement of about 20% of students on the replacement of lectures with online activities, it is found that more active-online resources improve students learning and performance. Wu, Yen & Marek [20, 125-126] suggest that authentic interaction in English using online sources can help the students apply their communication skills comfortably. The authenticity of the materials turns them to be more confident in what they learn, and in turn, they become more inspired to make global and cross-cultural communications.
The literature review of online sources shows that teachers are involved in such supportive activities. For example, when teachers are using online flash cards to teach vocabulary, they are in fact bringing the objects of the target language (TL) virtually into their classroom to provide hands-on experiences with the objects. And the activities designed with the objects are used for involving the students in interactions that include turn taking. Teachers need to understand the importance of formatting their talk with their students, and improve their efficacy of using online sources for providing the supportive system that helps their students with the acquisition of the language.
Methodology
By employing purposive sampling method, out of more than hundred teachers from diverse backgrounds, 56 teachers are chosen to include in the sample. Of the 56 teachers, 20 are involved in teaching ESP and the other 36 are involved in teaching EFL at two different campuses of the university. The logic behind the choice of participants is the success of their students in the past two semesters. And the success is determined based on the
score of the students. It is decided to gather the required data via a questionnaire the makes a Likert scale of 15 items. All the items of the scale are composed in light of Bruner's definition of 'format', how the formats are helpful in creating LASS and the role of formats in the acquisition process of language. The items are composed in a positive tone about the creation of LASS with or without using the online sources so that the responses with disagree or strongly disagree may reflect the dissent of the teachers about the creation of LASS in EFL/ESP classes. The questionnaire with 15 Likert items is distributed to 20 teachers teaching ESP at a campus and to 36 teachers teaching EFL at another campus. Face-to-face interviews are conducted with 16 teachers using a semi-structured interview protocol. The questionnaire includes an open ended question below each item to leave a scope for the participants for any other information that they would like to provide related to the questions. It is found that the responses from 11 of the 20 teachers chosen from the ESP group, and 24 out of the 36 teachers from EFL group are complete. Finally, the study is carried on with the analysis of responses from the 35 teachers that includes both ESP and EFL groups (n=35).
During the process of the work, it is understood that the problem of research is two fold. First, whether the teachers are creating LASS and the second, whether they are using online sources for creating LASS in their classes. Since the concept of scaffolding is a part of LASS, it is not taken as a separate entity to deal with. In view of the complexity of the problem, the limitations in the choices of sampling and due to the cultural confinement in reaching the chosen sample ofparticipants for data collection, it is decided to triangulate the data via mixed methods research. According to Johnson, Onwuegbuzie & Turner [11, 129], "mixed methods research is an intellectual and practical synthesis based on qualitative and quantitative research." The data obtained through the Likert scale is analyzed quantitatively and data gathered via face-to-face interviews that are based on semi-structured questions are analyzed qualitatively.
Since the target sample of research participants is teachers of EFL/ESP, it is supposed that they are familiar with the linguistic lingo used in the questionnaire. However, to facilitate the participants that may be unfamiliar with the lingo, an interpretation is provided below the first two questions for the phrases 'prototypical events', means-end structures and formats. The questionnaire is composed in consideration of the factors that contribute to the formation of LASS as Bruner advocates it. The objective of the questionnaire is to obtain the information about the
teachers' use offormats in improving the basic knowledge of their students with regard to the functionality of the language. The functionality of the language implies the mastery of the basic structures of sentences as they are reflected in prototypical transitive events, the mastery of linguistic reference and the ability of requesting, promising and assuring in a culturally harmonious way.
Analysis of the Data
Bruner [3, 18] reports that language acquisition implies mastery of the three facets of language — syntax, semantics and pragmatics. Moreover, as the three facets are interdependent, mastery of the three facets happens simultaneously in a natural way, and not separately. In case of infants, acquisition oflanguage happens through formatted interaction that constitutes a shared reality between a mother and her child. Bruner states that "continuities between prelinguistic communication and later speech of the kind... need an arranged input of adult speech if the child is to use his growing grasp ofconceptual distinctions and communicative functions as guides to language use... this arranging of early speech interaction requires routin-ized and familiar settings, formats, for the child to comprehend what is going on. These routines constitute... Language Acquisition Support System [3, 39]."
However, in adult EFL/ESP classes, teachers take the mothers' role, and analogous to the formats created by mothers in the contexts of game activities like peekaboo, Ride-a-Cock Horse, This-is-the-Way-the-Ladies-Ride etc., teachers need to create the formats in the contexts suitable to their students, especially for the beginner level students. Bruner [3, 132] defines format as a "routinized and repeated interaction in which and adult and child do things to and with each other. Since majority of the Saudi Arabian EFL student community comprises learners of the beginner-level even at the preparatory year programs (PYP) of the universities, and in view of their learning styles that they are accustomed to in their lower grades, it is assumed that learning happens by the creation of LASS in a way or another.
Analogous to the interdependency of the different facets of language, it's supposed that the items of the questionnaire meant for studying the veracity of the creation of LASS in EFL/ESP classes and the use ofonline sources in the creation of LASS are interdependent, and so the result ofthe study need to be the cumulative of the analysis ofthe complete data obtained. The aim of the questionnaire is to obtain the information about whether the teachers are well aware of the concept of LASS and whether they are creating LASS in their classes. The data obtained through the interview protocol is to find the specific way that the
teachers are using the websites to create LASS in their classes. While the Likert items provided the study with quantitative data, the interview part provided the qualitative data for descriptive analysis. Thus, the questionnaire is composed in such a way that some of the items can be analyzed specifically for the factor of using online sources in the creation ofLASS, while all the items can be analyzed in finding the veracity of the creation of LASS.
The analysis of the data shows that about 88% of the teachers are of the opinion that they are developing LASS in their classes and ofthe total agreed on the creation of LASS about 93% say that they use online sources for the creation ofLASS. Interviews with the available teachers reveals that the majority of the teachers aren't much familiar with the term 'format' although they keep doing the activity of formatting their talks with their students. A teacher says that repetition of the formats is a routine process in most of the schools, and the similar process continues at the university level as well, specifically in language classes of Saudi Arabia. Most of teaching methods the teachers follow are in fact laden with formats that require routiniza-tion of the formats. Responses to the Likert items 2, 3, 6, 12 and 13 show that a high percentage ofteachers strongly agree while the responses to the other items show that a majority of them just agree with the statement. Responses to the Likert item 1 reflects teachers' unfamiliarity with the linguistic jargon as their responses to the other items that contained more of common language in spite of the similar semantic content are marked with 'strongly agree'. Of the items 4,9 and 10 that focus on the use of online sources, the first two statements have been agreed strongly by relatively more teacher than the third one. The interview part of inquiry reveals that although they use online sources for showing the pictures of the TL and involving their students in discussions, they are not quite confident about linking the TL to the local contexts.
After the preliminary interpretive analysis of the data is done, it is analyzed statistically to finalize the significance of the data. The 'mean' of the total responses marked with agree irrespective of the variance in the agreement is take for n=35 (table 1& 2). The 'mean' of the total response marked with agree for the items that reflect the use of online sources also in drawn for the n=35 (table 3). When the values are subjected to chi square test the resultant P= 0.66 (table. 4) shows the significance of the result of the data analysis. As per the null hypothesis, there are 66% chances of obtaining the similar data when conducted the studies akin to this one, which indicates that the supposition of using online source for creating LASS in tenable.
Table 1. - The Data of the Questionnaire Distributed to the Teachers of ESP (n= 11)
N=11 S.A A N D S.D
Q.No
1 27.27 72.73 00.00 00.00 00.00
2 54.55 45.45 00.00 00.00 00.00
3 54.55 36.36 9.09 00.00 00.00
4 36.36 45.45 9.09 00.00 9.09
5 36.36 45.45 9.09 9.09 00.00
6 63.64 36.36 00.00 00.00 00.00
7 36.36 54.55 9.09 00.00 00.00
8 45.45 45.45 00.00 00.00 9.09
9 36.36 36.36 18.18 9.09 00.00
10 18.18 72.73 9.09 00.00 00.00
11 36.36 63.64 00.00 00.00 00.00
12 45.45 36.36 9.09 9.09 00.00
13 45.45 36.36 18.18 00.00 00.00
14 27.27 63.64 9.09 00.00 00.00
15 54.55 27.27 9.09 9.09 00.00
Details of the Data in Table 1:
n=11 S.A A N D S.D
Mean 41.21 47.87 7.272 2.424 1.212
Median 36.36 45.45 9.09 0 0
Mode 36.36 36.36 9.09 00.00 00.00
Table 2. - The Data of the Questionnaire Distributed to the Teachers of EFL (n= 24)
n=24 S.A A N D S.D
Q.No
1 37.50 62.50 00.00 00.00 00.00
2 62.50 37.50 00.00 00.00 00.00
3 50.00 37.50 12.50 00.00 00.00
4 37.50 37.50 12.50 00.00 12.50
5 25.00 50.00 12.50 12.50 00.00
6 62.50 37.50 00.00 00.00 00.00
7 25.00 62.50 12.50 00.00 00.00
8 37.50 50.00 00.00 00.00 12.50
9 37.50 25.00 25.00 12.50 00.00
10 12.50 75.00 12.50 00.00 00.00
11 37.50 62.50 00.00 00.00 00.00
12 50.00 37.50 00.00 12.50 00.00
13 50.00 37.50 12.50 00.00 00.00
14 25.00 62.50 12.50 00.00 00.00
15 50.00 37.50 00.00 12.50 00.00
Details of the Data in Table 2:
n=24 S.A A N D S.D
Mean 40.00 47.50 7.5 3.33 1.66
Median 37.50 37.50 12.05 0 0
Mode 37.50 37.50 00.00, 12.50 00.00 00.00
Aggregate of the Total Agreed (TA.1) of (S.A + A) in Table 1 and 2 TA.1 =88.29% = 30.9 of n =35.
Table 3. - The Data Related to the Questions Specifically; About the Use of Online Sources; (Questions 4,9 and 10 from Table 1 and 2)
n=35 S.A A N D S.D
Q.No
4 36.36 45.45 9.09 00.00 9.09
9 36.36 36.36 18.18 9.09 00.00
10 18.18 72.73 9.09 00.00 00.00
4 37.50 37.50 12.50 00.00 12.50
9 37.50 25.00 25.00 12.50 00.00
10 62.50 37.50 00.00 00.00 00.00
Aggregate of the Total Agreed (TA. 2) of (S.A+A) in Table 3
TA. 2= 80.49%= 28.17 of n=35 i. e. 93% of the TA. 1
Table 4. - Two-way Contingency Table of the Chi Square Test for the Values of TA.1 and TA.2
Observed Expected
Teachers Creating LASS (TA.1) 88 86.00 (0.05) 84 86.00 (0.05) 172
Teachers Using On- 80 84
line Sources for Cre- 82.00 82.00 164
ating LASS (TA.2) (0.05) (0.05)
168 168 336
X 2 = 0.191, df = 1, X 2/df = 0.19, P (x2 > 0.191) = 0.6624 Expected values are displayed in italics. Individual X Values are displayed in (parentheses)
The qualitative analysis of the data from the interviews reveals that although the teachers are not familiar with the phrase 'formatting interactions'. For example, when asked about formatting of his interactions with his students in classrooms, one teacher asked for a clarification of 'what a format is?' When explained about the format, the teacher understand that formatting is what they regularly do in their classes. After some discussion on the theoretical part of the concept, the teachers started thinking about the concept, relate it to their teaching methods, and said that it is an important factor in the language acquisition process even in adult language classes. By the end of interviews, most of them clarified that English acquisition by developing LASS is easier with online sources, since there is no other easier way of obtaining authentic materials into classrooms. Another teacher points out that "the biggest advantage with the Saudi Arabian students would be that they are all provided with the latest electronic gadgets and are used to the online sources quite well for many reasons". The visual impact accompanied by activities helps in engaging the students. When inquired if they have any specific websites that they frequently use
for classroom interaction, the teachers mention that they mostly use the popular Internet Explorer when searching for content relevant to their TL. All ofthem are ofthe view that Internet Explorer can easily find any kind of content relevant to their classroom tasks. With regard to breaking down the content to smaller chunks for formatting their interaction and the number of times they use the similar kind of interaction, the teachers could not find a straight course response, which indicates that they are not sure about their understanding the importance of routiniza-tion of formats.
While some of the teachers expressed that repetition of a particular language item, for example a format, for several times by routinizing it may be suitable for language classes in lower grades, most of them are of the opinion that in view of the beginner level standard of their students repetition of formatted item would work out well in the acquisition of language. However, many of them are much concerned about the institutional barriers like pacing schedules, classroom rules, range of informality that needs to be brought into the classrooms and the size of classes for effectively creating LASS in their own way as per the estimates of their students' progress.
Discussion and Conclusion
Based on the results of the study, it is inferred that although most of the teachers are in favor of using online sources for creating LASS in their classrooms, they are not in a position to strongly say that they are supporting their students through LASS and through formatting their talk. One reason for this is their lack of awareness about the supportive system. It is likely that they are involved more in using online sources for formatting their interactions that they repeat for several times in a semester, once their attention is drawn towards the importance of formatting and routinizing the formatted interactions. Most of the teachers are of the opinion that they are creating some kind of support system in their classes that helps their students in learning the language, although not in acquiring the language.
One big challenge the teachers face in working out with routinization of formats in classrooms is bringing in a range of informality suitable to the real time language acquisition support systems. The challenge lies in teachers' skill of maintaining teacher authority, which is something that requires reflective teaching practice in order to retain their teacher authority while providing the required space to their learners to play with them with the game like formats. Informality is a major factor that provides the environment required for creating LASS and to play with formatted talks, without
which there would be a mismatch between the learning styles of learners and teaching methods something that is peculiar to language classes and to the process of acquisition.
In view of the hurdles that teachers predict in the process of creating language acquisition support system the teachers can be advised that it could be possible to create the support systems within the limits of the institutional requirements, provided they go with proper planning. Bruner [3, 134] mentions that "culture is constituted of symbolic procedures, concepts, and distinctions that can only be made in language. It is constituted for the child in the very act of mastering language. Language
in consequence, cannot be saved in its cultural setting". Bruner [3, 133] further states that, "one special property of formats involving (a learner) and (a teacher) is that they are asymmetrical with respect to the knowledge of the partners -one "knows what's up," the other does not know or knows less. Insofar as the (teacher) is willing to "hand over" his knowledge, he can serve in the format as model, scaffold, and monitor until the (learner) achieves requisite mastery." Conducting awareness programs about the adaptation of teaching methods suitable to the routinization of formatted interactions can influence the institutional authorities in favor of productive teaching methods.
Appendix 1
N=35 5 4 3 2 1
Strongly Agree(S.A) Agree (A) Neutral (N) Disagree (D) Strongly Disagree (S.D)
1 When teaching language I create situations that resemble 'prototypical events', plan my talk with means-end structures, and engage my students in discussions. (Note: A prototypical event is an event that comprises an action, an agent of action and the resultant state of action. For example, in the context of drinking water, the action is drinking, the agent is the one that drinks water and the resultant state is that water is drunk. The event it self has a structure that has a means of action and end of action irrespective of language.)
2 I plan and format my talk with my students, in classrooms, initially about the objects and abstract actions that are much familiar to them and can be transformed into simple game like activities that require turn taking. (Note: A format is a routinized and repeated interaction.)
3 I know that my students try to express their basic activities in a day in their limited knowledge of English that is influenced by their L1, and so I format my talk with them in English to be so simplest that they can understand the basic linguistic distinctions between L1 and L2.
4 In classrooms, I use online sources to keep showing different pictures or videos to create contexts related to the target language (TL) to continually repeat and routinize my interaction with them until they become familiar with the use of the language.
5 When the TL is culturally remote to my students, for example the differences in the expressions for referring, questioning and requesting, I format my discussion so that they can understand the cultural distinctiveness.
6 I show pictures of objects and events in classrooms and shape my talk with my students using the vocabulary that my students are familiar with, so that they can easily understand what I refer to, what we do with them and how we request for them.
7 I believe that language is the reflection of culture and so I repeat my discussion with my students on the TL several times by linking the language to different contexts with-in and outside my students' cultural perspectives via online sources.
8 I format my discussion with my students to get them understand the functional meaning of a word or a phrase and repeat my discussions several times using the same word or the phrase until they become familiar with the functionality of the use of the TL.
9 While teaching, I display the TL by using online sources and involve my students in discussions, and when I find them struggling to respond to my talk I try to understand their intent and supply the words needed for their intent of communication.
N=35 5 4 3 2 1
Strongly Agree(S.A) Agree (A) Neutral (N) Disagree (D) Strongly Disagree (S.D)
10 When teaching meanings of words or phrases I link the TL to the local contexts and use online sources for involving the students in a relatively longer interaction with me.
11 I believe in the functionality of languages, and so, while teaching, I primarily focus on the functionality of English and I encourage and involve my students in a continual interaction as long as their intent of expression is clear.
12 Some times, when my students find it difficult to understand my talk I use pre-linguistic gestures to communicate my intent to my students, and I never interrupt my students when they use such gestures to express their intent.
13 I am a patient teacher. I observe my students using the TL linking to different contexts and I format my talk and provide them their turn to use it several times so that they can understand the right use of the TL.
14 When I find that my students are well aware of the functionality of the TL then I format my talk to get them aware of the connotations.
15 I allow my students continue their interaction on a format of TL as long as they are interested in, and when they feel bored of the format I switch over to another format.
Interview Protocol: Perspectives in the Use of Online Sources for Creating LASS in EFL/ESP Classes
1 Would you explain something about formatting your classroom talk and about the creation LASS in your EFL/ESP classes?
2 Do you use online sources in your classes? And for what purposes do you use them?
3 Do you format your talk with your students? And on what basis?
4 Could you tell something about the specific online sources that you use to format your talk?
5 Do you use your formats repeatedly, if so, how many times do you think you use them in a semester approximately?
6 Would you please explain how do you bring cultural relevance into your classes?
7 What kind of support do you think the online sources can offer in creating LASS in your classes?
8 Could you please tell any other thing that you think is relevant to our discussion?
References:
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3. Bruner, J. S. (1983). Child's talk: Learning to use language. New York, NY: Norton.
4. Chien, C. W. (2015). Analysis the Effectiveness of Three Online Vocabulary Flashcard Websites on L2 Learners' Level of Lexical Knowledge. English Language Teaching, 8 (5), 111. URL: http://www.ccsenet.org/journal/in-dex.php/elt/article/viewFile/47952/25738
5. Chomsky, Noam (1965). Aspects of the Theory of Syntax. MIT Press.
6. Denzin, N. K. and Lincoln, Y. S. (2000). Handbook of Qualitative Research. London: Sage.
7. Hammond, M., & Gamlo, N. H. (2015). How and why do language teachers use ICT in a University in Saudi Arabia?. Proceedings of Global Learn - 2015, - 248-257. Interview Protocol: Perspectives in the Use of Online Sources for Creating LASS in EFL/ESP Classes.
8. URL: http://wrap.warwick.ac.uk/67710Z1/WRAP_aace%20paper.pdf
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17. Snowball, J. D. (2014). Using interactive content and online activities to accommodate diversity in a large first year class. Higher Education, 67 (6), 823-838; URL: http://link.springer.com/article/10.1007/s10734-013-9708-7#/page-1
18. Strauss, A., & Corbin, J. (1990). Basics of qualitative research (Vol. 15). Newbury Park, CA: Sage. URL: http://www.li.suu.edu/library/circulation/Stein/Comm%206020ksStraussCorbinBasicsQualitativeFall07.pdf
19. Tarnopolsky, O. (2009). Content-based internet-assisted ESP teaching to Ukrainian University students majoring in psychology. Reading, 9 (2); URL: http://www.readingmatrix.com/articles/sept_2009/tarnopolsky.pdf
20. Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL Classroom1. Language Education in Asia, 2 (1), 113-119; URL: http://www.camtesol.org/Download/LEiA_Vol2_Iss1_2011/LEiA_V2_I1_09_Jon_Wat-kins_and_Michael_Wilkins_Using_YouTube_in_the_EFL_Classroom.pdf
21. Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability. Educational Technology & Society, 14 (3), 118-129; URL: http://www.jstor.org/stable/jeductech soci.14.3.118?seq=1#page_scan_tab_contents
22. Zakhareuski, A. (n.d). Why Use The Internet In TEFL/TESOL? Busy Teacher (online). Retrieved on 16 August 2016 from URL: http://busyteacher.org/3633-why-use-the-internet-in-tefltesol.html
DOI: http://dx.doi.org/10.20534/EJLL-16-4-24-28
Mehmeti Flutura, E-mail: flutura.mehmeti@uni-pr.edu
Analysis of the nominal signs in the text of "Martesa e Halilit" song and in the translated version in german by M. Lambertz
Abstract: This study is an attempt to highlight the function of nominal textual signs in the song lyrics
"Mertesa e Halilit" from collection "Kange kreshnikesh dhe legjenda" and the version translated into German by Austrian scholar Maximilian Lambertz.
Nominal signs as important textual-building constituents have a special function in the act of communication, in which the encoder and decoder are determined as negative, because the situation does not refer to
