A Thematic Linguistic Analysis of TESOL Students' Commitment to Intercultural Communication Values

Autor/in	Cutting, Joan
Titel	A Thematic Linguistic Analysis of TESOL Students' Commitment to Intercultural Communication Values
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 4, S.846-869 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.559
Schlagwörter	Preservice Teachers; Student Attitudes; Periodicals; Discourse Analysis; Second Language Instruction; English (Second Language); Intercultural Communication; Cultural Differences; Stereotypes; Cultural Awareness; Language Usage + Suchen Sie Ihr Suchwort? Schülerverhalten; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Diskursanalyse; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Kultureller Unterschied; Klischee; Cultural identity; Kulturelle Identität; Sprachgebrauch
Abstract	This article describes a study of TESOL preservice teacher journals that used a thematic linguistic framework of analysis aimed at revealing the extent of their commitment to intercultural communication values, as evidenced by their attitude to cultural differences and stereotyping, and their stance markers. Nearly all entries showed the students' ability to decenter, question the values of their own culture, and accept the values of the other culture. A minority of students took a nonessentialist view of culture and preferred to look at the influence of social variables such as age on language. On the other hand, a third of all entries contained polarization of overgeneralized cultural differences, juxtaposed negative words, critical intensifiers, negative hyperboles, and triple repetitions of critical hyperboles, all unconvincingly softened by expressions of weak epistemic stance. The article ends with a suggestion of how teacher educators can carry out a similar study of their preservice teachers' discourse to understand their beliefs and help them become aware of how their attitudes can be revealed by destructive culturalist language. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01