Reiko Yoshida (MA, Monash University) is a PhD candidate at the University of New South Wales in Sydney, Australia.
Perceptions of a Learner's Self-Expressive Speech by an Instructor and the Learner
Article first published online: 31 DEC 2008
© 2007 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 40, Issue 4, pages 622–634, December 2007
How to Cite
Yoshida, R. (2007), Perceptions of a Learner's Self-Expressive Speech by an Instructor and the Learner. Foreign Language Annals, 40: 622–634. doi: 10.1111/j.1944-9720.2007.tb02884.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- act and stance;
- learner's perception and instructor's perception;
- self-expressive speech;
- social pressure
Learners' spontaneous speech beyond interaction patterns such as teacher's initiation-learner's response-teacher's evaluation (I-R-E/F) (Heap, 1988; Mehan, 1979; Ohta, 1999) helps lead them to negotiated interaction (Boulima, 1999), which is effective for foreign language learning. This study examines both an instructor's and a learner's perceptions of self-expressive speech in a Japanese language classroom at an Australian university. Methods of data collection and analysis included classroom observations, audio recording of the speech of the instructor and the learner in class, stimulated recall interviews, and discourse analysis. The data showed a gap between the instructor's and the learner's perceptions of the learner's self-expressive speech. The instructor's negative evaluation of the learner's self-expressive speech is related to “act” and “stance” (Ochs, 1993, p. 288), as well as social pressure (Allwright, 1996) within classrooms.