Issues in Non-Native Speaking (NNS) English
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Issues in Non-Native Speaking (NNS) English


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Task Description: Choose one of the following options for a small research project and report on the results.

Option 1 Classroom observation

Make arrangements to observe an L2 classroom. Note the language interaction (1) between learners and (2) between learners and teacher in terms of the following: language code (L1 or L2), teacher talk versus learner talk, correction of structural errors, authenticity of language in terms of its use to convey meaning.

Option 2 Effect of different types of feedback in dyadic conversation 
Recruit four NNS students and carry out a communication task with them. Provide two different types of feedback on non-target like features in their speech as they describe a picture to you. Report on the effect of different types of feedback on their performance after the conversation session. More instructions on this project will be given later.

Option3 Develop your own mini-research activity

Choose a topic of your interest and collect data in a language class or from a group of learners.

The content of the report

  • Purpose of your study and research question(s)
  • Methodology – how you collected the data (Data collection method); information about the instrument (tasks) and the participants (gender, proficiency, L1 etc.), the context where the data were collected and analysis – how you analysed the data
  • Results and interpretation of the results
  • Implications for teaching
  • References


1. Introduction

One of the major issues in Non-Native Speaking (NNS) English instruction has been how effective the methods for teaching children from an NNS background are. The importance of this consideration can be seen in the statement made by Nagy (2017, p.155) that 'the number of non-native speakers of English [today] exceeds that of the native ones.' Given these kinds of trends, a number of different approaches have evolved to understand how students from an NNS background can be best provided with all the tools and techniques to master the English language, and how their progress can be monitored.

One of the ways of understanding this among scholars and professional teachers of English has been to look at peer interaction among students in the classroom, and see their progress through how they use L2 among themselves (Van Patten & Williams, 2014, p.21). Peer interaction in the classroom refers to the behavior between students at formal, semi-formal, and informal levels in the course of the time they spend together (Long, 2017, p.123). Thus, it consists of the activities they do together, whether of a curricular nature or not. One such activity which figures prominently in second language pedagogy is collaborative writing. Collaborative writing refers to a group-based writing task in which students are required to produce text individually or collectively sitting together in groups.


The purpose of this mini-research is to understand NNS students' learning of English through looking observing them while they participate in collaborative writing. Since collaborative writing consists of vocal discussions, as well as written outcomes, it becomes an ideal context for studying the progress of NNS instruction, involving identification of the strengths and weaknesses of students, the effectiveness of teaching, and their eagerness to pick up the language. This study will observe collaborative writing in a set of 15 students divided in three groups and discuss the data collected from this observation based on looking how the NNS students fare in the areas of segmental phonology, morphology, and syntax of English. This paper will proceed to discuss the methodology and type of research undertaken, after which it will list out the findings; lastly, the findings will be discussed, after which the study will be concluded.

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