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The Role of Translanguaging in Improving Thai learners' Interactional Competence in Dyadic English as a Foreign Language Tutorial Sessions |
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| รหัสดีโอไอ | |
| Creator | Tassanee Kampittayakul |
| Title | The Role of Translanguaging in Improving Thai learners' Interactional Competence in Dyadic English as a Foreign Language Tutorial Sessions |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2561 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 56 |
| Page no. | 80-111 |
| Keyword | Translanguaging, InteractionalCompetence, SETT framework, Thai learners, EFL, one-on-one tutorials |
| URL Website | http://www.culi.chula.ac.th/Publicationsonline |
| Website title | Chulalongkorn University Language Institute |
| ISSN | 2287-0024 |
| Abstract | In line with the Global Englishes principle,translanguaging, the most recent extension of codeswitching,plays a crucial role in English languageteaching since translanguaging is seen as an effectivetool for communicating. This paper reports thefindings of an observational study aimed atinvestigating the use of translanguaging to fosterinteractional competence (IC) development amongThai learners in one-on-one English as a foreignlanguage (EFL) tutorials. Its objective is to exploreextended learner turns and listenership, the definingcharacteristics of IC. Based on a zone of proximaldevelopment (ZPD) in the sociocultural theory (SCT)of Vygotsky (1978), translanguaging and IC interplayin the study. Self-Evaluation of Teacher Talkframework (Walsh, 2006 & 2011) was an instrumentemployed to develop the learners' IC. A total ofindividual 25 Thai learners were tracked over eightweeks and studied in 200 dyadic EFL tutorial sessions conducted in a translanguaginginstructional context. The findings suggest that 76percent of them improved in terms of producinggreater extended learner turns, and 100 percent ofthem registered convergence as the most commonfunction of listenership to display theirunderstanding of the lesson and to project incipiencyspeakership. In addition, the Thai studentsinteracted through translanguaging in two differentmanners: a dependent manner, for those with notfully improved English proficiency, and anindependent manner, for well-developed Englishproficiency (Garc?a & Kano, 2014). Given thefindings, translanguaging enhances the Thailearners' IC in dyadic EFL tutorial sessions. |
