Hedger, Rosie and Wicaksono, Rachel ORCID: https://orcid.org/0000-0003-0312-8491 (2015) Learning, Teaching and Assessment in Multilingual Classrooms. In: Angouri, Jo, Harrison, Tilly, Schnurr, Stephanie and Wharton, Sue, (eds.) Learning, working and communicating in a global context : proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics. Scitsiugnil Press, pp. 53-65 Downloaded from: http://ray.yorksj.ac.uk/id/eprint/1057/ The version presented here may differ from the published version or version of record. If you intend to cite from the work you are advised to consult the publisher's version: http://baal.org.uk/proceedings_2014.pdf Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form. Copyright of the items stored in RaY reside with the authors and/or other copyright owners. 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Institutional Repository Policy Statement RaY Research at the University of York St John For more information please contact RaY at [email protected] Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Published by Scitsiugnil Press 1 Maiden Road, London, UK and produced in the UK Copyright © 2015 Copyright subsists with the individual contributors severally in their own contributions. This publication may be reproduced in part or whole only with acknowledgement of the source. First Published 2015 By the British Association for Applied Linguistics Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Product Design by Martin Edwardes Scitsiugnil Press logo design by Jack Bruce ISBN: 978-0-9559533-7-8 ii Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Contents Chapter Authors Page 1 Bridging Vocabulary Knowledge Gap between Thamer Alharthi 1 Language Learners and ELT Textbooks 2 Softening the Boundaries: Academic Discourse John Bankier 13 Socialisation through Instruction in Japanese and English Writing 3 Lexical Semantics of English Loanwords in Keith Barrs 29 Japanese 4 The role of speaker identification in Taiwanese ShouChun Chien 37 attitudes towards varieties of English 5 Learning, Teaching and Assessment in Rosie Hedger & 53 Multilingual Classrooms Dr Rachel Wicaksono 6 Lexical ambiguity and L2 visual word Tomomi Ishida 67 recognition 7 Promoting literature-focused cross-cultural Wan-lun Lee 79 communication and collaboration between Taiwanese and Japanese EFL university students through technology-enhanced literature circles 8 Identifying the Functions of Communities of Akiko Nagao 85 Practice in an EFL Classroom 9 Learning and working for meaningful Ian Nakamura 101 communication in interviews: Making a transition from the teacher’s questions to the student’s questions and why it matters iii Chapter Authors Page 10 Distributing a monolingual strategy through Mamiko Noda 115 English language teaching policy: A critical analysis of discourse practice by Japanese government officials 11 Corpus analysis technology and a new blended Takeshi Okada 123 EFL e-learning: toward real-time classroom management strategies 12 Authenticity in a Global Context: Learning, Richard Pinner 135 Working and Communicating with L2 teachers of English 13 The use of oral narrative tasks in second Xuyan Qiu 141 language learning: does a familiar topic make a difference? 14 Do short-term study abroad experiences help Yoko Sato 155 L2 learners to become pragmatically more appropriate? 15 English in Bangladesh: Is There a Bangladeshi Shaila Shams 165 English Creeping In? 16 Constructing and contesting the ‘ideal learner’: Robert Sharples 179 multilingual children in the UK school system 17 The impact of teacher questions and task Natsuyo Suzuki 191 design on L2 performance –complexity, accuracy and fluency- in EFL classrooms 18 Competence in building intercultural relations: Jiayi Wang & 205 Case study insights into the development Helen Spencer-Oatey process 19 Predicting Chinese Students’ Academic Wang Yixin & 217 Achievement in the UK Michael Daller 20 A critical thematic analysis of York’s Hidden Rachel Wicaksono & 229 Stories Darya Zhurauskaya 21 The Value of Teacher Portfolios for Daniel Xerri 243 Professional Development in TESOL 22 When Do You Use Pronouns? An Entity Mitsuko Yamura-Takei & 251 Coherence Approach Etsuko Yoshida 23 Translanguaging as a language contact Elvis Yevudey 259 phenomenon in the classroom in Ghana: Pedagogic relevance and perceptions 24 Personal Identity and Global Engagement: Dr Xiaozhou Zhou 271 Chinese University Teachers’ Use of the L1 iv Bridging Vocabulary Knowledge Gap between Language Learners and ELT Textbooks Thamer Alharthi Bridging Vocabulary Knowledge Gap between Language Learners 1 and ELT Textbooks Thamer Alharthi King Abdulaziz University [email protected] Introduction No one denies the essentiality of vocabulary knowledge as a key yet challenging component, across all stages of second language acquisition. It is without doubt, however, that learners will often encounter unknown words through a variety of authentic sources among which are textbook and material input to help them tackle such lexical learning challenge. Empirical studies have shown that Saudi students graduated from high school with a relatively small number of words that they were supposed to acquire (Al- Hazemi, 1993; Al-Akloby, 2001 and AlSaif, 2011). The aim of this research is to discover how vocabulary input in textbooks relates to the Saudi learners’ low level of vocabulary size. To the best of our knowledge, this is a pioneering study in the target context as it investigates the role of a yet unexamined potential factor, textbooks’ vocabulary input, in the vocabulary learning of Saudi EFL learners at university level. The study also aims at measuring the vocabulary size of the participants in relation to the textbooks as well as examining the effect of other learnability factors such as word frequency, part of speech, and recycling. Al-Hazemi (1993) investigated the vocabulary knowledge of students who had just finished their high school education. His work revealed that Saudi high school leavers and military cadets acquire about 1,000 words out of the 2,000 most frequent words in English. A few years later, Al-Akloby (2001), relying on conclusions obtained from Al-Hazemi, 1993, conducted an exploratory study to examine the factors behind the Saudi learners’ failure to learn English vocabulary in Saudi public schools without formally establishing the actual size of the vocabulary knowledge i.e. vocabulary measurement tools. He reported a number of factors contributing to Saudi EFL public schools’ vocabulary learning failure such as: inadequate use of vocabulary learning strategies, insufficient presentation of vocabulary, limiting the lexical presentation in textbooks to pronunciation and meaning, 1 Learning, Working and Communicating in a Global Context: Proceedings of the 47th BAAL Annual Meeting University of Warwick, Coventry ineffective use of vocabulary recycling and testing, and some socio- psychological factors (e.g. attitude, motivation, classroom anxiety, and parental encouragement). Recently, AlSaif (2011) further asserted previous findings where Saudi EFL learners in both public schools and university showed poor vocabulary knowledge. He concluded that the insufficient presentation of vocabulary in Saudi schools’ textbooks might be responsible for not achieving the coverage needed for adequate comprehension of written or spoken text. Literature review Vocabulary knowledge has been perceived by educators and researchers as the most essential building block in authentic communication (Milton, 2009). It is the first step in learning any language as can be seen from Wilkins’s (1972, p. 111) strong and famous claim that, “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Nation (2001) has identified three dimensions with nine multiple components which must be known about vocabulary including written and spoken form, meaning and association links, and grammatical characteristics, collocations, and contextual constraints on use like register and frequency. For each component, Nation categorized lexical knowledge into receptive and productive vocabulary knowledge. It is of great importance to establish a good understanding of the amount of vocabulary a foreign language learner needs in order to comprehend written or spoken discourse, that is, text more than one sentence long. For university EFL learners, knowing 2,000