STUDENT SPEAKING PERFORMANCE IN DIALOGUE BY USING REALIA: AN ANALYSIS OF MEANING NEGOTIATION

The objectives of this research are to determine the types of negotiation of meaning, to investigatewhich components of negotiation of meaning, to find out the difficulties the students encounter, and to know the students' speaking performance. The subject of the research was XI Social 4 class of SMAN 1 Kalianda consisting of 37 students. The researcher used classroom observation, recording, and interview. The treatment was conducted in one time by using realia.The result of the research showed that all types in negotiation of meaning were used by the students in their conversation. The highest frequency was CCR occuring 15 times and the lowest was CCC occuring 1 time. The difficulties faced by the students were pronunciation, fluency, comprehensibility, vocabulary, and grammar. The students speaking performance's average score was at 60-69.Tujuan dari penelitian ini adalah menemukan jenis negosiasi makna, menyelidiki komponen apa saja dalam negosiasi makna, menemukan kesulitan siswa hadapi saat berbicara, serta mengetahui kinerja siswa saat berbicara. Subyek penelitian ini adalah kelas XI Sosial 4 SMAN 1 Kalianda yang terdiri dari 37 siswa. Peneliti menggunakan observasi kelas, rekaman, dan wawancara. Pengamatan ini dilakukan hanya dalam satu waktu dengan menggunakan realia. Hasil penelitian menunjukkan bahwa semua jenis dari negosiasi makna yang digunakan oleh siswa dalam percakapan mereka. Frekuensi tertinggi adalah CCR dalam 15 kali dan terendah adalah CCC dalam 1 kali. Kesulitan siswa dalam dialog adalah pengucapan, kelancaran, pemahaman, kosakata, dan tata bahasa. Nilai rata-rata berbicara siswa adalah pada 60-69.Keywords: dialogue, negotiation of meaning, realia, speaking performanc

The Dynamics of Dialogue in a Restricted Reference Domain

This thesis is concerned with the development of interactive communication skills in young school children, that is, skills which depend upon the linguistic interplay between dialogue participants. Semantic negotiation is investigated in the restricted context of a task-oriented game to examine how communicators co-ordinate their use and interpretation of language. The conversations considered were generated from pairs of same-aged 8-, 10-, and 12-year-old children playing a specially designed computer maze-game which elicits spontaneous dialogue, yet within a very restricted domain. The dialogues typically contain a number of location descriptions within a pre-defined spatial network, and such description sequences enable an exploration of the emergence of coordinated description schemes. As well as this, various aspects of problem solving abilty were investigated since the task involved a joint co-ordination problem. Results indicated that all age groups were able to engage in semantic negotiation and develop co-ordinated description schemes to describe locations on the maze, however there were certain developmental differences in their choice of schemes and their ability to increase co-ordination over the games. Furthermore, it appeared that the younger children were co-ordinating on the expressions to use, without fully understanding each other. Yet these results indicate that interactional processes are essential to the establishment of meaning, and that young children are able to infer meaning from the interaction in specific contexts of use. These findings tend to suggest that social-pragmatic factors play a critical role in the development of meaning, and indicate that the general process of co-ordination (in respect to language), may be a basic component of all human interactional dialogue

Developing a corpus of strategic conversation in The Settlers of Catan

International audienceWe describe a dialogue model and an implemented annotation scheme for a pilot corpus of annotated online chats concerning bargaining negotiations in the game The Settlers of Catan. We will use this model and data to analyze how conversations proceed in the absence of strong forms of cooperativity, where agents have diverging motives. Here we concentrate on the description of our annotation scheme for negotiation dialogues, illustrated with our pilot data, and some perspectives for future research on the issue

Trespassing the boundaries of flesh : exploring wounded embodiment through artistic practice

The aim of this paper is the contemplation of the mineness-otherness relation of being triggered by the onset of serious and chronic illness. The phenomenological theories of Frederick Svenaeus and Martin Heidegger bring to light a form of otherness (alienation) experienced with illness and allow one to question the boundaries of flesh in relation to homelessness and exile. My study is directed towards analysing this experience and finding ways of overcoming such boundaries in an effort to reach out for the suffering other through the process of empathy. The conceptual framework lies embedded in the process of reflection, relation and revelation by which the ill person encounters the self and seeks to reveal new meaning in life. Considering the body in illness as being in a state of internal war, an audio-visual tool called ‘Sanctuary’ was designed to serve the ill person’s narrative. As a mobile space that can be consumed in wards or clinics, it presents a bunker experience which magnifies one’s presence and places one’s whole body in the context of a solitary shelter whilst being assailed. The tool allows the viewer to look out onto digital artwork created as a metaphor of the self.peer-reviewe

Pushed and Non-pushed Speaking Tasks in an EAP Context: What Are the Benefits for Linguistic Processing and Accuracy?

This article reports on a mixed methods study investigating the effectiveness of pushed and non-pushed speaking tasks in a UK university setting with upper-intermediate students. Specifically, the study addressed a) if a pushed speaking task produced more language related episodes (LREs) than a non-pushed speaking task b) the differences in the types of LREs produced by each task and c) whether a pushed speaking task resulted in more accurate usage of past narrative forms. Results showed that the pushed storytelling task produced significantly more LREs than the non-pushed task and it also identified that the most common LRE type for both pushed and non-pushed learners related to some form of output correction. The pushed group achieved greater accuracy gains from pretest and posttest scores but these gain scores were not found to be statistically significant. The study concludes that creating a push during spoken output activities can increase the occurrence of opportunities for linguistic processing, and subsequently interlanguage development, to occur

The Value of Learning Groups to the 1st Year Undergraduate Experience for Students of Early Childhood.

Learning networks, groups or communities are seen as having the potential to provide supportive, integrative and deep learning processes which can enhance student performance and support transition to university (Peat, Dalziel and Grant 2001; Zhao and Kuh 2004). The provision of a learning environment with opportunities for meaningful academic and social interactions is characteristic of higher education and collaborative learning strategies are frequently used to encourage student selfmanagement, independence and the general development of group skills. Whilst the value-added potential of learning groups is well documented (Peat et al. 2001; Zhao and Kuh 2004; Lizzio and Wilson, 2006), the nature of the course subject is rarely considered as potentially significant to the effectiveness of the group process; the emphasis in research studies being more frequently concerned with generic academic or pastoral functions. The Early Childhood degree at the University of Worcester established learning groups in 2002 as a specific learning and teaching strategy aligning the pedagogic and andragogic philosophy of the subject to promote academic and professional characteristics required as transferable skills for work in the sector. The social constructivist philosophy underpinning the subject and practice of early childhood provided the common, connecting thread for learning groups to have relevance and meaning for personal, academic and professional development. This study investigated the experience and perceived value of learning groups for the first cohort in 2002/3 through a questionnaire, and by interviews focussed more openly on their general first year experience with a sample group of year 1 students in 2008. The findings revealed an overall highly positive perception indicating that learning groups had scope and value as a forum for:- • Building strong relationships and social identity • Co-construction of a learning culture • Reciprocal learning and skill development • Empowerment of adult learners and development of confidence • Enhancing professional development The most useful transferable skills and knowledge gained during the first year came from sharing ideas and relationship building in small group work which gave the students confidence. The findings demonstrate that peer learning groups provide mutual support and learning opportunities which develop skill in working with others which, in turn, students regard as the predominant quality required for their future professional lives