Context Analysis of Non-Intellective Correlates Affecting Future Educators' Sociolinguistic Competence

Autor/in	Tejada, Kristoffer Conrad M.
Titel	Context Analysis of Non-Intellective Correlates Affecting Future Educators' Sociolinguistic Competence
Quelle	In: Education Quarterly Reviews, 4 (2021) 4, S.111-123 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Teacher Education Programs; Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Correlation; Sociolinguistics; Oral Language; Language Attitudes; Written Language; Social Environment; Context Effect; Vocabulary Skills; Positive Attitudes; Language Variation; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Korrelation; Soziolinguistik; Oral interpretation; Mündlicher Sprachgebrauch; Sprachverhalten; Geschriebene Sprache; Soziales Umfeld; Aktiver Wortschatz; Sprachenvielfalt; Ausland; Philippinen
Abstract	The study investigated the non-intellective correlates affecting the sociolinguistic competence of teacher education students, with a focus on the analysis of their contexts relative to social experiences, language attitude, and use of linguistic forms in different situations. It also determined the common difficulties they experience in the use of English in both oral and written forms. Descriptive mixed methods were utilized, with a validated questionnaire serving as primary instrument to gather relevant data from 331 teacher education students from different fields of specialization. Focus group discussions were conducted to activate the students' awareness of non-intellective correlates and extract emerging issues in language use. The analysis of the quantitative data together with the coded and categorized transcriptions revealed that while the students generally have a positive attitude towards the use of the English language, they rarely use varied linguistic forms adaptive to different social contexts, implying the need to work on their adaptive capacities in using English for various purposes. Most of the issues they encounter are psychological and socio-physical in nature, while limited vocabulary, over-consciousness in grammar use, and lack of confidence affect their skills most. It was recommended that contextualized activities be developed for integration in the communication courses to highlight the authentic use of language in different social contexts. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01