Earticle

The present study evaluates how upper-secondary school English language textbooks in Vietnam teach disagreement, a speech act that is central to classroom discourse but has received limited attention in textbook evaluation studies. The study employs an analytical framework derived from previous pragmatics research to analyse three textbooks and their accompanying audio files. The quantitative and qualitative analysis focused on the distribution of three key features: disagreement forms, contextual and metapragmatic information, and types of instructional activities aimed at enhancing students' pragmatic awareness. The study found a mismatch between the textbook input and authentic language use reported in previous pragmatics research, with textbooks featuring more instances of strong disagreement compared to disagreement prefaced with agreement. In addition, the textbooks presented a limited range of interactional resources for managing disagreement, thus restricting students' exposure to pragmatic input. Finally, while the textbooks exposed students to disagreement in interactive situations, they lacked explicit instruction to guide students to notice how disagreement is performed in context. The study highlights the need for more attention to be given to pragmatic competence in English language teaching materials, particularly with regard to the teaching of disagreement, and provides recommendations for improving the quality of EFL textbooks.

Trong nghiên cứu này, chúng tôi đánh giá phương pháp dạy của nội dung “Cách thức biểu đạt bất đồng quan điểm” trong các sách giáo khoa tiếng Anh bậc Trung học phổ thông ở Việt Nam, một hành động một lời nói đều đóng vai trò trung tâm trong diễn đạt ngôn ngữ, nhưng thực tế lại ít được quan tâm trong các nghiên cứu đánh giá sách giáo khoa. Chúng tôi sử dụng khung phân tích đựợc phát triển từ các nghiên cứu thực nghiệm trước đây để phân tích ba cuốn sách giáo khoa và các tệp âm thanh đi kèm. Phân tích định lượng và định tính tập trung vào việc phân bổ các hình thái ngôn ngữ biểu đạt hành động lời nói “bất đồng quan điểm”, thông tin siêu ngữ dụng và các hoạt động giảng dạy nhằm nâng cao năng lực ngữ dụng của học sinh. Kết quả nghiên cứu cho thấy nội dung ngôn ngữ trình bày trong sách giáo khoa không phản ánh cách biểu đạt hành động lời nói "bất đồng quan điểm" trên thực tế như đã được báo cáo trong nghiên cứu ngữ dụng học trước đây. Ngoài ra, sách giáo khoa không đưa ra các hướng dẫn cách sử dụng hành động lời nói này trong ngữ cảnh xã hội. Nghiên cứu của chúng tôi nhấn mạnh sự cần thiết phải chú ý nhiều hơn đến việc phát triển năng lực ngữ dụng cho người học trong các tài liệu giảng dạy tiếng Anh, và đưa ra các khuyến nghị nhằm nâng cao chất lượng sách giáo khoa tiếng Anh.

Significant correlations have been observed between the scheduling of language tasks in L2 classrooms and the learners’ L2 attitude and motivation. As such, different task-scheduling methods are used in L2 classrooms to create and sustain learners’ motivation towards learning the L2 to maximize language practice. Blocking and interleaving are two such methods of task scheduling that have been widely discussed in recent times. The present study aimed to examine and trace the differences between the effects of these two task-scheduling methods on L2 motivation during a threemonth- long English-speaking training program. Two groups of Indian undergraduate ESL learners (N=44) were kept in blocked and interleaved conditions, and their attitude and motivation towards English were recorded using the attitude and motivation test battery at several intervals during the study. Although no statistically significant difference in L2 attitude and motivation was observed in the first month, a significant difference between blocking and interleaving in their effect on the stimulus appraisal scales of coping potential and self/social image was recorded in the third month. The findings highlight the importance of task scheduling in L2 classrooms and may provide valuable insights into the specific nature of language practice that can be used to create a highly motivated language classroom.

ি􀐵তীয় ভাষাৰ ে􀏜ণীেকাঠাত ভাষাৰ কামৰ সময়সূচী িনধ􀎺া ৰণ আ􁃋 িশ􀏠াথ􀎻সকলৰ ি􀐵তীয় ভাষাৰ মেনাভাৱ আ􁃋 অনুে􀏕ৰণাৰ মাজত 􁃕􁃋􀐯পূণ 􀎺স􀑕ক 􀎺 েদখা ৈগেছ। েসেয়েহ, ভাষাঅনুশীলন সবা􀎺 িধক কৰাৰ বােব ি􀐵তীয় ভাষা িশকাৰ 􀏕িত িশ􀏠াথ􀎻সকলৰ অনুে􀏕ৰণা সৃ􀎜􀑭 আ􁃋 বাহাল ৰখাৰ বােব ি􀐵তীয় ভাষাৰ ে􀏜ণীেকাঠাত িবিভ􀑂 কায􀎺􀒝 -অনুসূচীপ􀐴িত ব􀒝ৱহাৰ কৰা হয়। অৱেৰাধ আ􁃋 আ􀐾ঃসংেযাগ ৈহেছ কামৰ সময়সূচীৰ এেন দুটা প􀐴িত যাক সা􀏸িতক সময়ত ব􀒝াপকভােৱ চিচ􀎺ত কৰা ৈহেছ। বতম􀎺 ানৰ অধ􀒝য়নেটাৰ উে􀐳শ􀒝 ৈহেছ িতিন মাহ দীঘলীয়া ইংৰাজী ভাষী 􀏕িশ􀏠ণ কাযস􀎺 ূচীৰ সময়ত ি􀐵তীয় ভাষাৰ অনুে􀏕ৰণাৰ ওপৰত এই দুটা কায􀒝􀎺-অনুসূচী প􀐴িতৰ 􀏕ভাৱেবাৰ পৰী􀏠া আ􁃋 অনুসৰণ কৰা। ি􀐵তীয় ভাষা িশ􀏠াথ􀎻 িহচােপ ভাৰতীয় 􀑹াতক ইংৰাজীৰ দুটা েগাট (এন=44) অৱ􁃋􀐴 আ􁃋 আ􀐾ঃসংেযাগযু􀐅 পিৰি􀑸িতত ৰখা ৈহিছল, আ􁃋 অধ􀒝য়নৰ সময়ত েকইবাটাও ব􀒝ৱধানত মেনাভাৱ আ􁃋 অনুে􀏕ৰণা 􀏕􀑨াৱলী ব􀒝ৱহাৰ কিৰ ইংৰাজীৰ 􀏕িত েতওঁেলাকৰ মেনাভাৱ আ􁃋 অনুে􀏕ৰণা নিথভ􀎦 􀐅 কৰা ৈহিছল। যিদও 􀏕থম মাহত ি􀐵তীয় ভাষাৰ মেনাভাৱ আ􁃋 অনুে􀏕ৰণাত েকােনা পিৰসাংিখ􀒝ক ভােৱ 􁃕􁃋􀐯পূণ 􀎺পাথক􀎺 􀒝 েদখা েপাৱা নািছল, তৃতীয় মাহত েমাকািবলা কৰাৰ স􀑘াৱনা আ􁃋 আ􀐮/সামা􀎝জক 􀏕িত􀐘িবৰ উ􀐳ীপনা মূল􀒝া􀐒ন ে􀑴লৰ ওপৰত েসইেবাৰৰ 􀏕ভাৱত অৱেৰাধ আ􁃋 আ􀐾ঃসংেযাগৰ মাজত এক 􁃕􁃋􀐯পূণ 􀎺পাথক􀎺 􀒝 নিথভ􀎦􀐅 কৰা ৈহিছল। ফলাফলেবােৰ ি􀐵তীয় ভাষাৰ ে􀏜ণীেকাঠাত কামৰ সময়সূচীিনধাৰ􀎺 ণৰ 􁃕􁃋􀐯 ৰ􀏠া কেৰ আ􁃋 ভাষা অনুশীলনৰ িনিদ􀎺􀑭 􀏕কৃ িতৰ িবষেয় মূল􀒝ৱান অ􀐾দ􀎺ৃ􀎜􀑭 􀏕দান কিৰব পােৰ যাক এক উ􀐗 অনুে􀏕িৰত ভাষাে􀏜ণীেকাঠা সৃ􀎜􀑭 কিৰবৈল ব􀒝ৱহাৰ কিৰব পািৰ।

Research on negotiated interaction has largely focused on how learners benefit from negotiation of meaning (NofM) when communication breakdown occurs. The primary concern in this line of research has been the provision of comprehensible input and modified output, with little attention being paid to whether communication breakdowns have been successfully resolved or not. The present study aims to address this gap by combining an information gap task with stimulated recall measures to investigate the effectiveness of NofM in resolving miscommunication in different dyadic contexts—a learnerlearner dyad and a learner-native speaker (NS) dyad. The results indicated that NofM occurred more frequently in ELF dyads; however, the resolution rate in ELF dyads was significantly lower compared to that of NS-involved dyads. The findings also revealed that ELF speakers were more likely to resolve communication breakdowns with a series of negotiation attempts when interacting with fellow ELF peers. The results are discussed with pedagogical implications and directions for further research.

在二语学习和教学领域，关于协商交际互动的研究主要集中在当互动中出现交际障碍和语言困 难时二语学习者如何从意义协商(Negotiation of meaning)中获益，从而提高二语水平。相关研究 主要集中在提供可理解的输入和修正输出，却很少探讨交际障碍是否已成功解决。本研究旨在 通过将会话任务与刺激回忆访谈相结合来弥补这一缺口，以调查NofM在不同环境下（二语学习 者-二语学习者和二语学习者-母语者）, 对解决交际障碍的有效性。结果表明，NofM在二语学 习者双人组中出现的频率更高；然而，与涉及母语者的对话组相比，意义协商在学习者双人对 话组中解决交际障碍的有效性显著较低。调查结果还表明，在与二语学习者同伴互动时，二语 学习者更有可能通过一系列的意义协商尝试来解决由语言困难带来的交际障碍。

Although demotivation is as important as motivation to be investigated in second language acquisition, it has been scarcely explored and is a relatively new issue. Therefore, the present nationwide mixed methods study attempted to probe demotivating and remotivating factors among Iranian BA and MA students studying English. The participants included 226 students from different universities across the country. To collect the quantitative data, Sahragard and Ansaripour’s (2014) questionnaire containing 40 items on a 5-point Likert scale was used to unpack the demotivating factors. To collect the qualitative data, the researchers ran semi-structured interviews with 10 BA and 10 MA students to examine their perceptions regarding demotivation in more detail. Also, semi-structured interviews with 20 BA and 20 MA students were run to examine their perceptions regarding remotivation. The results of the questionnaire revealed that for both BA and MA students, economic problems had the most influential effect on demotivating them. For MA students, encouraging students and boosting their self-confidence, and for BA students, improving teachers’ behavior and attitudes was the most important remotivating factor of learning English. The findings can have implications for different stakeholders, including teachers, universities, researchers, educators, and policy-makers.

با وجود اینکھ بیانگیزگی نیز بھ اندازه انگیزش در یادگیری زبان دوم مھم است، اما تا بھ حال مطالعات زیادی در این زمینھ انجام نشده است. بنابراین، پژوھش حاضر بھ بررسی عوامل بی انگیزگی و بازیابی انگیزه در بین دانشجویان ایرانی در مقاطع کارشناسی و کارشناسی ارشد مشغول بھ تحصیل زبان انگلیسی پرداختھ است. شرکت کنندگان شامل 226 دانشجوی کارشناسی و کارشناسی ارشد ایرانی از دانشگاه ھای مختلف کشور بودند. برای جمع آوری داده ھای کمی از پرسشنامھ بی انگیزگی صحراگرد و انصاریپور 2014 ) کھ شامل 40 پرس ش در مقیاس لیکرت 5 درجھ ای می باشد برای بررسی عوامل بی انگیزگی استفاده شد. برای جمع آوری ) دادهھای کیفی، محقق مصاحبھھای نیمھساختاریافتھای را با 10 دانشجوی کارشناسی و 10 کارشناسی ارشد انجام داد تا نظرات آ نھا را در مورد بیانگیزگی با جزئیات بیشت ر بررسی کند و ھمچنین برای بررسی عوامل بازیابی انگیزه، مصاحبھھای نیمھساختار یافتھای با 20 دانشجوی کارشناسی و 20 دانشجوی کارشناسی ارشد انجام شد. نتایج پرسشنامھ نشان داد کھ برای دانشجویان کارشناسی و کارشناسی ارشد مشکلات اقتصادی بیشترین تأثیر را داشتھ و ویژگی ھای اساتید کمترین تأثیر را در بی انگیزگی آنھا داشتھ است. یافتھھا میتوانند پیامدھایی برای ذینفعان مختلف این امر، از جملھ استادان، دانشگاهھا، پژوھشگران، مربیان، و تصمیمگیران بھ ھمراه داشتھ باشند واژگان کلیدي: انگیزه، بی انگیزگی، بازیابی انگیزه، دانشجویان کارشناسی، دانشجویان کارشناسی ارش د

The current study employs a cross-sectional survey to investigate whether Chinese university students were fully e-ready after three years of full-scale online English instruction and their willingness to continue this mode in the post-pandemic era. It also explores the potential mediating roles of foreign language enjoyment (FLE) and burnout in shaping the relationship between readiness and continuance intention in the EFL online setting. A total of 447 Chinese university students participated in the questionnaire survey and data were analyzed using SPSS 26 and structural equation modeling with Amos 26. The main findings revealed that Chinese students rated their readiness and intention to continue learning English online similarly at a moderate level. Students’ readiness was positively linked to FLE and continuance intention and negatively linked to burnout. However, the correlation between burnout and continuance intention was statistically insignificant and negative. Additionally, FLE mediated the relationship between readiness and continuance intention, while burnout showed no mediating effect. This study suggests prioritizing pedagogical design, enhancing students’ experience of FLE, and regularly updating professional development programs for improved teaching with technology, ultimately facilitating greater L2 achievement and well-being.

本研究采用横断面调查的方法，探讨中国大学生在经过三年的全面线上英语教学后是否已做好 充分的线上学习准备，以及他们是否愿意在后疫情时代继续这种教学模式。本研究还探讨了外 语愉悦（FLE）和外语倦怠在学生线上学习准备度与继续学习意愿之间关系的潜在中介作用。 共有 447 名中国大学生参与了问卷调查，数据采用 SPSS 26 和 Amos 26 结构方程模型进行分析。 主要研究结果显示，中国学生对线上英语学习的准备度和继续学习意愿类似，均处于中等水平。 学生准备度与外语愉悦和继续学习意愿呈正相关，与外语倦怠呈负相关。然而，外语倦怠与线 上继续学习意愿之间的相关性在统计上并不显著，而且是负相关。此外，外语愉悦在线上学习 准备度和继续学习意愿之间起到了中介作用，而外语学习倦怠则没有起到中介作用。本研究建 议优先考虑教学设计，增强学生对外语愉悦的体验，并定期更新教师培训内容，辅助教师完善 线上教学，最终提升学生外语学业成绩及幸福感。

The current study aimed to investigate the potential impact of the garden path technique on the instruction of grammar of relative clauses. A total of 83 Chinese EFL non-English majors from a northeast China university participated voluntarily, selected through convenience sampling. After a general language proficiency test, participants were divided into two groups for different grammar instructions. The experimental group received instruction using the garden path technique, which involves presenting confusing sentences within a target grammar structure and providing prompts for correcting errors. Conversely, the control group received traditional grammar instruction, including explicit explanations. Both the experimental and control groups completed a pretest, a post-test, and a delayed post-test consisting of a 30-item multiple-choice grammar test focusing on relative clauses. The obtained data revealed that the garden path technique group outperformed the control group in the post-test and delayed post-test. The garden path technique enhanced long-term retention of the target grammar structures. Furthermore, the garden path technique exhibited varying effects on different types of relative clauses. While learners initially struggled with reduced relative clauses, their ability to acquire these structures significantly improved after receiving grammar instruction incorporating the garden path technique. These findings demonstrate the effectiveness of the garden path technique in enhancing grammar instruction, emphasizing its ability to capture attention, promote engagement, and stimulate problem-solving. The study highlights the importance of implicit grammar instruction for teaching relative clauses in order to maximize learning outcomes.

本研究旨在探讨花园路径方法对英语定语从句语法教学的潜在影响。通过便利抽样，共有 83 名来自一所中国东北地区大学的非英语专业学生自愿参加。经过语言能力测试后，参与者被分为两组，接受不同的语法指导。实验组使用花园路径方法的指导，其中包括在目标语法结构中呈现具有歧义的句子并提供纠正错误的提示。相反，对照组接受传统的语法指导，主要采用显性的语法知识解释。实验组和对照组均完成了前测、后测和延迟后测，其中包括 30 项多项关于英语定语从句的选择题语法测试。获得的数据显示，接受花园路径方法组的学生在后测和延迟后测中优于对照组。花园路径方法增强了目标语法结构的长期记忆效果。此外，花园路径方法对不同类型的定语从句表现出不同的效果。虽然学习者最初在缩略类型的定语从句方面遇到困难，但在接受花园路径方法的教学指导后，他们获得该语法结构的能力显著提高。这些发现证明了花园路径方法在增强语法教学方面的有效性，强调了其吸引学习注意力、促进参与和刺激解决问题动机的能力。本项研究强调了隐性语法教学对于定语从句教学的重要性，以最大限度地提高英语语法学习成果。

The present investigation explored the vocabulary coverage of the basic word list from the Korean National English Curriculum and the most frequent word lists from the British National Corpus (BNC) on the reading comprehension section of the English test in the CSAT examination in Korea. This was done to ascertain whether there was sufficient coverage to ensure suitable comprehensibility of the CSAT reading passages. The RANGE program was used to compare the overlap between CSAT reading passages with the basic word list and the word lists from the BNC. The findings of the study revealed that the word list from the national curriculum covered roughly 80% of the vocabulary in the examination passages. The most frequent 3000 words from the BNC revealed a mean coverage of less than 90%. These results fall below the minimal coverage of 95% necessary to ensure adequate comprehension. The number of words needed to achieve the minimum coverage of 95% was 6000 known words and that for optimal coverage of 98% was 9000 known words. These results were largely in accordance with those reported in other studies in both EFL and ESL contexts. They suggest that the English reading section of the CSAT is excessive in its demands for receptive vocabulary knowledge.

This study investigates teachers’ ability to formulate questions to understand English passages after they had participated in a self-questioning workshop, and what they learnt from the workshop. Three secondary English teachers were involved in the self- questioning workshop in a specific context in Indonesia. The workshop was completed in three sessions comprised of three phases: the priorworkshop assessment, the workshop, and post-workshop assessment. These activities were video, and audio recorded. A case study research design was employed. Data were gathered from generated questions, interviews, observations, and reflective journals during the workshop. The findings reveal that the type of generated questions improved after the workshop, shifting from questions with explicit answers to better questions that require inferences and implicit answers. The teachers perceived the questioning workshop to be beneficial for learning, reflection, and improvement of their teaching. They were able to recognize the importance of high-quality questions, reflect on their teaching practices, and learn practical knowledge including anticipation of challenges they might encounter to implement the workshop for their students. The findings also underline the importance of a supportive environment, such as creating an informal atmosphere and encouraging discussion, as necessary to allow the teachers to fully engage in the workshop.

Penelitian ini menyelidiki kemampuan guru dalam merumuskan pertanyaan untuk memahami bacaan bahasa Inggris setelah mereka berpartisipasi dalam lokakarya pertanyaan mandiri, dan apa yang mereka pelajari dari lokakarya tersebut. Tiga guru bahasa Inggris sekolah menengah dilibatkan dalam lokakarya pertanyaan mandiri dalam konteks di Indonesia. Lokakarya ini dilaksanakan dalam tiga sesi yang terdiri dari tiga tahap: penilaian sebelum lokakarya, lokakarya, dan penilaian setelah lokakarya. Kegiatankegiatan ini direkam dalam bentuk video dan audio. Desain penelitian ini adalah studi kasus. Data dikumpulkan dari pertanyaan-pertanyaan yang diajukan, wawancara, observasi, dan jurnal reflektif selama lokakarya. Temuan menunjukkan bahwa jenis pertanyaan yang dihasilkan meningkat setelah lokakarya, bergeser dari pertanyaan dengan jawaban eksplisit menjadi pertanyaan yang lebih baik yang membutuhkan kesimpulan dan jawaban implisit. Para guru merasa bahwa lokakarya pengajuan pertanyaan bermanfaat untuk pembelajaran, refleksi, dan peningkatan pengajaran mereka. Mereka mampu mengenali pentingnya pertanyaan berkualitas tinggi, merefleksikan praktik mengajar mereka, dan mempelajari pengetahuan praktis, termasuk mengantisipasi tantangan yang mungkin mereka hadapi dalam mengimplementasikan lokakarya ini kepada para siswa mereka. Temuan ini juga menggarisbawahi pentingnya lingkungan yang mendukung, seperti menciptakan suasana informal dan mendorong diskusi, yang diperlukan agar para guru dapat sepenuhnya terlibat dalam lokakarya.