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Instructional design is usually focused on the presentation of materials. The principles of teachers’ language-use strategies have scarcely been discussed. In an EFL context, teachers are required to use the target language to promote learners’ language acquisition. What is the language like when the learners still have low language proficiency? This study aims to describe the speech features of non-native teachers of English addressed to lower-proficiency learners in EFL classes. The data were collected by observation, interview, and recording the teachers teaching English in lower classes, i.e. semester one, and its comparable counterpart of higher classes, i.e. semester five of the English Department in a public university in Malang, Indonesia, and then analyzed by describing and comparing inter-levels intra-subjects. Despite some variability among subjects, it was found that there was a tendency that the language addressed to lower-proficiency learners has specific characteristics encompassing formal, interactional, and native language features that were simpler than that to higher-proficiency learners. This study concludes a principle of instructional delivery that student’s level of knowledge and language ability determined the level of teacher speech. Hence, instructional designers should also describe how a medium of instruction is used, not merely how the learning material is presented.

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기사명 저자명 페이지 원문 목차
Effects of recasts, explicit correction and metalinguistic prompts on L2 knowledge of the English past tense Yusuke Sato p. 390-405

Teacher talk to accommodate low-proficiency learners in EFL classes : a case study A. Dzo’ul Milal p. 406-421

(The) socio-cultural suitability of task-based instruction in Japan : through the lens of learners Yumiko Cochrane p. 422-437

(The) role of glossing and working memory capacity in second language reading comprehension Jookyoung Jung p. 438-450

(A) meta-analysis : shape of age effects and second language grammar acquisition Muhammad Asif Qureshi p. 451-467

Task-related motivational strategies in EFL classrooms : a glimpse into teachers' and students' perceptions Khoa Dang Truong p. 468-488

Diagnosis of Korean EFL high school students' reading fluency using informal reading inventory Jiseon Ryu, Byungmin Lee p. 489-504

Consecutive bilingual instruction : balancing NNESTs' language use to benefit EFL learners in Korea's higher education Eun Hee Kim p. 505-519

EFL undergraduate and graduate learners' views on a writing intensive online subject matter course Kiwan Sung p. 520-543

Effect of PCaRD DGB flipped learning on EFL learners' grammar skill Hanieh Shafiee Rad p. 544-558

Effect of micro flipped method on EFL learners' speaking fluency Ali Roohani, Parisa Etemadfar p. 559-575

(The) impact of using the interactive whiteboard on phonemic awareness instruction among EFL first graders Mohammad Husam Alhumsi p. 576-590

Optimism bias and plagiarism : the effects of reinforcements on Filipino students' academic writing proficiency Lindsey N. Tan, Edwina R. Bensal p. 591-607

Facebook : an online environment for learning English for ESL students Jigme Dorji p. 608-616

Developing a mentoring-based booklet for the professional development of Indonesian novice teachers of English Nunung Suryati, Utami Widiati, Nur Hayati p. 617-624

Linguistic challenges in CLIL assessments : a perspective from systemic functional linguistics Angus Cheng p. 625-632

Comprehension of academic communication among Indonesian students at a public university in Malaysia M. Arif Rahman Hakim, Ori Andika Putra p. 633-639

Students' perceived comfort in using Google docs for online synchronous collaborative writing Khoiriyah p. 640-648

Language acquisition theory and context in materials development for second language writing courses Kashif Raza, Rafael Dean Brown p. 649-656

EFL learners' cognition process : a case study of two ASD learners with different IQ levels Yudhi Arifani, Trishna Nanda Barianty, Paulina p. 657-665

(The) effects of transcription exercises on complexity, accuracy, and fluency Soren Kerr p. 666-672

Building university students' awareness of socio-pragmatic meaning : socio-pragmatically-oriented speaking tasks Fitri Wijayanti, Avilanofa Bagus Budi p. 673-681

Measurement and sampling recommendations for L2 flipped learning experiments : a bottom-up methodological synthesis Joseph P. Vitta, Ali H. Al-Hoorie p. 682-692

(The) role of textual lexical difficulty in L2 reading outcomes in an Indonesian EFL tertiary setting Sahiruddin p. 693-700

Investigating the development of teachers' TPACK and the adoption of digital storytelling : a case study of teaching English in elementary school Pratiwi Amelia, Dwi Rukmini, Januarius Mujiyanto, Dwi Anggani Linggar Bharati p. 701-710

Teachers' perspectives on the use of digital portfolios in EFL teaching context Diem Thi Ngoc Hoang p. 711-718

ESL cooperative learning activities using technology in the UAE Shorouk Mostafa p. 719-725

Understanding university students' attitudes toward English language learning in Thailand Benjamin Panmei p. 726-736

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번호 참고문헌 국회도서관 소장유무
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12 Cole, R. (2006). Perception of fluent speech by children and adults. Annals of the New York Academy of Sciences, 379, 92-109. https://doi.org/10.1111/j.1749-6632.1981.tb42001.x 미소장
13 Collentine, J. (2013). Cognitive principles and CALL grammar instruction: A mind-centered, input approach. CALICO Journal, 15(1-3), 1-18. https://doi.org/10.1558/cj.v15i1-3.1-18 미소장
14 Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues, and their work. Teaching and Teacher Education, 27(1), 235-242. https://doi.org/10.1016/j.tate.2010.08.006 미소장
15 Crossley, S. A., Allen, D., & McNamara, D. S. (2012). Text simplification and comprehensible input: A case for an intuitive approach. Language Teaching Research, 16(1), 89-108. https://doi.org/10. 1177/1362168811423456 미소장
16 Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Publishing Company. 미소장
17 Diessel, H. (2007). Frequency effects in language acquisition, language use, and diachronic change. New Ideas in Psychology, 25(2), 108-127. https://doi.org/10.1016/j.newideapsych.2007.02.002 미소장
18 Duta, N., Panisoara, G., & Panisoara, I.-O. (2015). Effective communication in teaching. Diagnostic study regarding the academic learning motivation to students. Procedia - Social and Behavioral Sciences, 186, 1007-1012. https://doi.org/10.1016/j.sbspro.2015.04.064 미소장
19 Forman, R. (2012). Six functions of bilingual EFL teacher talk: Animating, translating, explaining, creating, prompting, and dialoguing. RELC Journal, 43(2), 239-253. https://doi.org/10.1177/0033688212449938 미소장
20 Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. https://doi.org/10.1093/applin/ami014 미소장
21 Fujita, R. (2017). Effects of speech rate and background noise on EFL learners’ listening comprehension of different types of materials. The Journal of Asia TEFL, 14(4), 638-653. http://dx.doi.org/10.18823/asiatefl.2017.14.4.4.638 미소장
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25 Gitsaki, C., & Althobaiti, N. (2010). ESL teachers’ use of corrective feedback and its effect on learners’uptake. The Joural of Asia TEFL, 7(1), 197-219. 미소장
26 Gordon, M. K. (2016). Phonological typology. Oxford University Press. 미소장
27 Gujjar, A. A., & Choudhry, B. N. (2009). Role of teacher as classroom manager. I-Manager’s Journal on Educational Psychology, 2(4), 65-73. https://doi.org/10.26634/jpsy.2.4.285 미소장
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29 Ivanova, J. P. (2011). The effects of teacher talk on L2 learners’ comprehension [Master’s thesis]. University of Utah. 미소장
30 Jingna, D. (2012). Application of humanism theory in the teaching approach. Higher Education of Social Science. 3(1), 32-36. https://doi.org/10.3968/j.hess.1927024020120301.1593 미소장
31 Kim, V., & Kim, J. (2020). Roles of teacher feedback in promoting effective English-medium instruction of a business subject. The Journal of Asia TEFL, 17(3), 889-905. http://dx.doi.org/10.18823/asiatefl.2020.17.3.9.889 미소장
32 Krashen, S. D. (2013). The case for non-targeted, comprehensible input. Journal of Bilingual Education Research & Instruction, 15(1). 102-110. 미소장
33 Krashen, S. D., & Bland, J. (2014). Compelling comprehensible input, academic language, and school libraries. Children’s Literature in English Language Education, 2(2), 1-12. 미소장
34 Krulatz, A., Neokleousa, G., & Henningsen, F. V. (2016). Towards an understanding of target language use in the EFL classroom: A report from Norway. International Journal For 21st Century Education, 3, 137-152. https://doi.org/10.21071/ij21ce.v3iSpecial.5713 미소장
35 Krause, J., & Braida, L. D. (2004). Acoustic properties of naturally produced clear speech at normal speaking rates. The Journal of the Acoustical Society of America, 115(1), 362-378. https://doi.org/10.1121/1.1635842 미소장
36 Kuperman, V., & Van Dyke, J. A. (2013). Reassessing word frequency as a determinant of word recognition for skilled and unskilled readers. Journal of Experimental Psychology: Human Perception and Performance, 39(3), 802-823, https://doi.org/10.1037/a0030859 미소장
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39 Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77 https://doi.org/10.1017/S0261444809990310 미소장
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41 Merrill, M. D. (2001). Components of instruction toward a theoretical tool for instructional design. Instructional Science, 29, 291-310. https://doi.org/10.1023/A:1011943808888 미소장
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43 Puspitasari, A., Anugerahwati, M., & Rachmajanti, S. (2016). Teachers pedagogical and professional competencies in CLIL-based primary schools in the Indonesian context. Proceedings of International Conference on Education (pp. 105-115). State of Malang, Indonesia. 미소장
44 Radner, W., Obermayer, W., Richter-Mueksch, S., Willinger, U., Velikay-Parel, M., & Eisenwort, B. (2002). The validity and reliability of short German sentences for measuring reading speed. Graefe’s Archive for Clinical and Experimental Ophthalmology, 240, 461-467. https://doi.org/ 10.1007/s00417-002-0443-5 미소장
45 Rieger, C. L. (2003). Repetitions as self-repair strategies in English and German conversations. Journal of Pragmatics, 35(1), 47-69. https://10.1016/S0378-2166(01)00060-1 미소장
46 Rodero, E. (2012). A comparative analysis of speech rate and perception in radio bulletins. Text and Talk, 32(3), 391-411. https://doi.org/10.1515/text-2012-0019 미소장
47 Rowe, M. L. (2013). Decontextualized language input and preschoolers' vocabulary development. Seminars in Speech and Language, 34(4), 260-266. https://10.1055/s-0033-1353444 미소장
48 Ryu, J., & Jeon, M. (2020). An analysis of text difficulty across grades in Korean middle school English textbooks using Coh-Metrix. The Journal of Asia TEFL, 17(3), 921-936. http://dx.doi.org/10.18823/asiatefl.2020.17.3.11.921 미소장
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56 Tarone, E. (2002). Frequency effects, noticing, and creativity. Studies in Second Language Acquisition, 24(2), 287-296. https://doi.org/10.1017/s0272263102002139 미소장
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58 Turnbull, M., & Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218. https://10.1017/S0267190502000119 미소장
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60 Vafadar, H., & Foo, T. C. V. (2020). The effects of communication strategies instruction on Iranian intermediate EFL learners’ willingness to communicate. The Asian EFL Journal, 24(4), 130-173. 미소장
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