Doing a Group Presentation: Negotiations and Challenges Experienced by Five Chinese ESL Students of Commerce at a Canadian University

Autor/in	Yang, Luxin
Titel	Doing a Group Presentation: Negotiations and Challenges Experienced by Five Chinese ESL Students of Commerce at a Canadian University
Quelle	In: Language Teaching Research, 14 (2010) 2, S.141-160 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168809353872
Schlagwörter	Data Analysis; English (Second Language); Second Language Learning; Foreign Countries; Interviews; Observation; Business Administration Education; Group Discussion; Electronic Mail; Oral Language; Peer Evaluation; Asians; Dialogs (Language); Academic Discourse; Public Speaking; Groups; College Students; Canada + Suchen Sie Ihr Suchwort? Auswertung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Interviewing; Interviewtechnik; Beobachtung; Gruppendiskussion; Elektronischer Briefkasten; Oral interpretation; Mündlicher Sprachgebrauch; Asian; Asiat; Asiatin; Asiaten; Asiate; Dialog; Dialogs; Dialogue; Dialogues; Discourse; Diskurs; Vortrag; Collegestudent; Kanada
Abstract	This study investigated the negotiations and challenges experienced by five Chinese ESL (English as a second language) students of Commerce through their engagement in an academic presentation in a regular content course at a Canadian university. Multiple sources of data were collected, including interviews, class observations, group discussions, emails, field notes, assignment drafts, and course materials. Data analysis showed that, in their preparatory activities outside the classroom, students employed peer--peer dialogues (group discussions and email exchanges) to clarify the task requirements, generate ideas, seek peer comments, and coach rehearsals. However, the academic presentation--especially open discussion part--was a great challenge to them, related to their underdeveloped English conversation ability, their unfamiliarity with participatory communication modes in the Canadian classroom, and their limited experience with group work. To compensate for their limited sense of conversational abilities, they chose to present a thorough case analysis rather than engage the class in discussion through their presentation as expected by the instructor. The students eventually understood the norms of academic presentation in this content course through their observation of the instructor's reaction to their presentation in class and subsequent presentations of their classmates, and they realized that they should approach assignments according to the requirements. Implications drawn from these findings are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10