Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors

Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students’ learning of expected academic skills or objectives of a module, while the latter promotes students’ pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students’ learning experiences

SPEECH PRODUCTION AND SOCIOLINGUISTIC PERCEPTION IN A 'NON-NATIVE' SECOND LANGUAGE CONTEXT: A SOCIOPHONETIC STUDY OF KOREAN LEARNERS OF ENGLISH IN THE PHILIPPINES

Master'sMASTER OF ART

Accent modification as a raciolinguistic ideology: a commentary in response to Burda et al. (2022)

In this commentary, we collectively examine a recent article titled “Effectiveness of Intense Accent Modification Training with Refugees from Burma” by Burda et al. (2022). Whilst our response is aimed at revealing the theoretical and methodological shortcomings of Burda et al., it will also expose the raciolinguistic ideologies in accent modification and highlight the need for careful ethical considerations on vulnerable populations, such as refugees and asylum seekers

Speech production and sociolinguistic perception in a \u27non-native\u27 second language context: A sociophonetic study of Korean learners of English in the Philippines

Foreign nationals studying English as a Second Language (ESL) in the Philippines encounter and learn Philippine English (PhilE), a norm-developing, Outer Circle variety of English (Bolton, 2008; Kachru, 1992) that has undergone various indigenization and nativization processes (Borlongan, 2011; Schneider, 2003), most notably in its phonology. Recent contributions to Philippine-based ESL and Second Language Acquisition research have particularly paid attention to language teaching and pedagogy, language ideologies, and foreign learners’ perceptions of and attitudes towards PhilE. In this study, I attempt to advance research by studying L1 and L2 speech production patterns and sociolinguistic perceptions of PhilE among Korean ESL learners. Koreans account for one of the largest number of foreign students enrolled in Philippine education institutions (D.-Y. Kim, 2015; Miralao, 2007), making them an ideal case to study. This thesis presents perhaps the first study that analyzes sociophonetic variation in second language acquisition in the Philippines. PhilE is a ‘non-native’ variety of English with a distinctive two-way stop system characterized by negative-to-short Voice Onset Time (VOT). This type of phonation feature is not common among native Korean speakers, whose L1 involves a three-way stop system combined with a significant degree of tonal/vocalic interaction (to achieve maximal phonemic contrast). Because the two stop systems are quite dissimilar from one another in terms of consonantal and tonal/vocalic contrast, Korean students who exhibit varying lengths and/or degrees of linguistic exposure to PhilE, and encounter different linguistic vii experiences during their L2 learning, would be expected to exhibit varying degrees of or changes to their categorical assimilation of L1 and L2 sounds (Flege, 1987, 1995) and phonetic drift patterns (Chang, 2012) in their interlanguage. The present analysis of variation in L1 and L2 speech production focuses on two acoustic features: VOT and Fundamental Frequency at the onset of the following vowel (f0 onset). VOT and f0 onset results reveal that Philippine-based Korean (PHKor) students are (1) categorically assimilating phonetic features of the PhilE stop system across segmental and subsegmental levels; (2) exhibiting L1-to-L2 interference, evidenced by L2 stops that appear to assimilate towards Korean production norms in certain phonological environments; and (3) producing dissimilatory phonetic drift patterns in their L1 sound system, indicating bi-directional sound change and development. Moreover, PHKor students who are more aware of or better at identifying and/or perceiving (Standard) PhilE are less likely to assimilate to non-native L2 production norms during their L2 speech acquisition. This highlights the importance of sociolinguistic perception and perceptual accuracy to L2 speech acquisition. The study also reveals that PHKor students now show more neutral-to- positive attitudes towards PhilE as a medium of learning and instruction (cf. Castro & Roh, 2013; Roh, 2010), but remain reluctant to acquire PhilE accent features in their speech production. Even though Koreans are putting more economic and social value into Philippine-based ESL education, many of them continue to regard PhilE as a less prestigious, ‘non-native’ variety of English, and still aspire to achieve ‘native-like’ English norms in speech

Lexical variation in Philippine English: The case of deontic must and have to

This paper investigates the synchronic nature of lexical variation in the deontic modality system of Philippine English (PhE). Focusing on MUST and HAVE TO, grammatical and frequency analyses of spoken and written texts in PhE support the claim that modal auxiliaries are experiencing a decline in usage due to the rise of their corresponding quasi-modal forms (see Collins et al., 2014; Enriquez, 2012). Statistical analysis of internal (grammatical) and external (discourse-related) factors, however, suggests that the latter also significantly affects the variation in forms. Subsequently, two external, contact-induced influences were predicted to affect the variation phenomenon: the semantic mapping of Filipino overt politeness marking on English past-tense modals, and the lack of an intermediate semantic equivalent of HAVE TO in Filipino. Theoretical analysis of these factors suggests that the modality system of Filipino may be influencing the decline in usage of MUST and increase in viability of HAVE TO in expressing deontic meaning in PhE. Key words: Philippine English, World Englishes, modality, deontic modality, language variation and chang