The Impact of Learner Language Knowledge on Teacher-learner Authentic Partnership

Jamel Chaaraoui

Abstract


The language teacher and learner (T-L) partnership is a give-and-take relationship that gains authenticity through mutual awareness that their collaboration can only happen through the learner’s autonomy as an active partner and a source of information. To play that role properly, the learner’ language performance is expected to have a high level of TL knowledge reflected in norm-based grammar. Put differently, the more established the T-L partnership is, the more accurate the learner’s TL is expected to be. To explore the level of TL knowledge that can enable the learner to play the role of a reliable partner, the present study measured the English grammar global accuracy of the foundation students at a Saudi university. The results obtained show that the learner’s TL is noticeably inaccurate, implying that T-L partnership is still far from being true in that academic context. As such, the T-L alienation requires appropriate pedagogical interference believed to reconcile between the teacher and learner in a quest to activate the learner’s academic role and build their sound linguistic competence.

Keywords


Teacher-Learner Partnership, Collaboration, Source of Information, Active Partner, Learner Autonomy, Norm-based Grammar, Linguistic Competence

Full Text:

PDF

References


AbiSamra, N. (2003). An analysis of errors in Arabic speakers’ English writing. In Mourtaga, K. (Ed.), Investigating writing problems among Palestinian students studying English as a foreign language. Unpublished doctoral dissertation.

Abu-Chacra, F. (2007). Arabic, an Essential Grammar. New York, Routledge.

Alhaysoni, M. (2012). An Analysis of Article Errors among Saudi female EFL students: A case study. Asian Social Science, 8(12).

Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford etc.: OUP.

Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents. Beijing: Foreign Language Teaching and Research Press, 2001.

Butler-Tanaka, P. (2000). Fossilization: A Chronic Conditioner is Consciousness-raising the Cure? Unpublished MA Thesis, University of Birmingham, Birmingham.

Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1 (1), p. 1-47.

Chaaraoui, J. (2017). Foreign Language Learning Pedagogy: Learner Centredness vis-à-vis Linguistic Competence - Action and Reaction. International Journal of Language and Linguistics. (5) 6, pp. 187-200. doi: 10.11648/j.ijll.20170506.14

Corder, S. P. (1973). Introducing Applied Linguistics. Harmonds worth: penguin.

Crystal, D. (2010) - English As a 'Global' Language? www.macmillanglobal.com/blog/teachingtips/david-crystal-english-as-a-global-language. Published on 19th April, 2010 in Teaching Tips by Matt Kay

Elgibali, A. (2005). Investigating Arabic: Current Parameters in Analysis and Learning. Studies in Semitic Languages and Linguistics Series. Brill Academic Publishers, Boston, MA.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford, England: Oxford University Press.

Fareh, S. (2010). Challenges of Teaching English in the Arab World: Why Can’t EFL Programs deliver as expected? Procedia Social & Behavioral Sciences.2, 3600-3604.

Hymes, D. H. (1966). Two Types of Linguistic Relativity (with Examples from Amerindian Ethnography). In W . Bright (Ed.), Sociolinguistics: Proceedings of the UCLA Sociolinguistics Conference. The Hague: Mouton, pp. 114-167.

Iedema, R. (2003). Multimodality, Resemiotization: Extending the Analysis of Discourse as Multi- Semiotic Practice. Visual Communication, 2(1): 29-57.

James, C. (1998). Errors in Language Learning and Use. London: Longman.

Keshavarz, M. H. (2006). Error Analysis: A Practical Course for English Students and Teachers. SAMT, Tehran.

Koffi, E. (2010). Applied English syntax: Foundations for word, phrase, and sentence analysis. Dubuque, Iowa: Kendall Hunt Publishing Company. Print.

Kuiken, Folkert and Ineke Vedder (2007). Cognitive Task Complexity and Linguistic Performance in French L2 Writing. In Inves- tigating Tasks in Formal Language Learning, Maria del Pilar García Mayo (ed.), 117–135. Clevedon: Multilingual Matters.

Lambert, C.P., & Engler, S. (2007). Information distribution and goal orientation in second language task design. In M.P.G. Mayo (Ed.), Investigating Tasks in formal language learning, (pp. 25-43). Clevedon: Multilingual Matters.

Li, W. (2012). An Eclectic Method of College English Teaching. Journal of Language Teaching and Research, 3 (1): 166-171.

Mukattash, L. (1981). Wh-Questions in English: A Problem for Arab Students. International Review of Applied Linguistics in Language Teaching,19 (4), 317- 332.

Nunan, D. (2007). Standard-Based Approaches to the Evaluation of ESL Instruction. In. J. Cummins & C. Davison. (Eds.), International Handbook of English Language Teaching (pp. 421-438). New York: Springer.

Nunan, D. (2001). Second Language Acquisition. Carter, R. & Nunan, D., (eds.). The Cambridge Guide to Teaching English to Speakers of Other Languages [C], pp 87- 92. Cambridge: Cambridge University Press. .

Richards, Jack C., John P. & Heidi P. (1992). Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman

Richards, J. C. (1971). Error Analysis and Second Language Strategies. Language Sciences, 71 (17), 12-22.

Savignon, S. (1985). Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines. Modern Language Journal. Vol., 59, 129- 134.

Schulz, E. (2004). A Student Grammar of Modern Standard Arabic. Cambridge: Cambridge University Press.

Selinker L. (1972). Interlanguage. IRAL 10, 209–231.

Wolfe-Quintero K., Inagaki S. and Kim. H.-Y. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Honolulu: University of Hawaii Press.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.