Jordanian Non-Native English Speaker's Academic Discourse Socialization And Linguistic Development In Oral Academic Presentations In Malaysia
This research employs the theoretical perspective of language socialization paradigm in order to examine the process of academic discourse socialization of Jordanian Non- Native English speakers (NNESs) by focusing on one particular oral academic discourse task namely Oral Academic Presentation (OAP...
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| Summary: | This research employs the theoretical perspective of language socialization paradigm in order to examine the process of academic discourse socialization of Jordanian Non- Native English speakers (NNESs) by focusing on one particular oral academic discourse task namely Oral Academic Presentation (OAP). This research explores the familiarity of Jordanian NNESs with OAP, the experience of Jordanian NNESs in their academic discourse socialization, the language difficulties that Jordanian NNESs faced while delivering their OAPs, as well as the linguistic development that Jordanian NNESs gained over time, during the period of study. Following a qualitative research design, data were obtained from seven Jordanian NNESs who were taking Intensive English Program (IEP) at Universiti Tenaga Nasional (UNITEN). Several ethnographic tools of enquiry were employed including interview recordings, field notes generated from the observations of Jordanian NNESs inside and outside the IEP context, and video recordings of related OAPs at three different intervals. Findings revealed that Jordanian NNESs’ prior academic experience did not prepare them for this particular oral activity; and participants were socialized into the academic community through observation, academic assistance, peer assessment and support, and practice. Jordanian NNESs were also found to experience several language difficulties while conducting their respective OAPs in IEP context i.e. vocabulary, pronunciation, listening difficulties, and grammar. Finally, findings revealed that Jordanian NNESs had made linguistic progress in terms of field of discourse where their ability to draw on lexical resources that are effective in particular context had developed dramatically through different OAPs’ intervals. They also made progress in terms of tenor of discourse in that they become more aware of the presence of the audience and the expected ways of doing OAPs in IEP context. They also made progress in terms of mode of discourse in that they developed a better sense in a way the text is presented and organized through employing several textual resources. |
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