Academic literature on the topic 'Malaysian speakers'
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Journal articles on the topic "Malaysian speakers"
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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.
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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Tan, Rachel Siew Kuang, and Ee-Ling Low. "How different are the monophthongs of Malay speakers of Malaysian and Singapore English?" English World-Wide 31, no. 2 (May 21, 2010): 162–89. http://dx.doi.org/10.1075/eww.31.2.03tan.
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Early works on Singapore and Malaysian English used to consider them as a single homogeneous entity based on their shared history as previous British colonies. However, since 1965, both Malaysia and Singapore have been independent from each other. It is interesting to investigate, some four decades post-independence, how different the English speech patterns of Malaysians and Singaporeans have become taking into account the different language planning policies undertaken by both countries. This paper compares one particular aspect of pronunciation, i.e. the vowel qualities and durations of both varieties. The formants of the vowels of the read speech of five male and five female speakers of Malaysian English (MalE) are compared to an equivalent sample of speakers of Singapore English (SgE) in order to compare the vowel qualities between the two varieties. In particular, we compare the vowel quadrilateral space of MalE in comparison with SgE. Vowel durations are also measured for vowels produced in citation forms only. It is found that SgE speakers did maintain some distinctions between the long/short vowel pairs in terms of duration while the MalE speakers tended to conflate the long/short vowel pairs durationally.
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Mohd Nor, Siti Nurbaya. "Constructing ethnic and national identities in talk on Malaysian issues." Discourse & Society 32, no. 1 (October 10, 2020): 3–24. http://dx.doi.org/10.1177/0957926520961628.
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This paper examines the connection between ethnic identity, the articulation of these identities through discourse and the ideologies indexed by these identities in the interaction of Malaysian speakers. Based on selected episodes of radio discussions, the study focuses on how speakers identify or self-categorise themselves, in such a way that makes ethnic identity relevant to the discussion. The study draws upon existing literature on types of identities in interactions and membership categorisation analysis (MCA) in investigating how speakers make ethnic identity relevant to the discussion on Malaysian issues through the act of self-categorisation. In the context of these discussions, the membership categorisation device (MCD) ‘Malaysian’ and ethnic identities acquire very specific meanings through the practice of self-categorisation. While some speakers focused on the ethnic culture and traditions, others are more interested in sharing their experiences based on their own ethnic identities and interactions amongst the society. Social issues like dealing with rights and obligations of certain ethnic or social groups and developing one’s sense of ethnic identity, among others, motivate speakers to offer their stance on these issues. In this way, their views and expressions of ethnic identity come to position themselves in terms of these interactional specific roles and identities as Malaysians.
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Abdul Aziz, Azlina. "Agreement Strategies Among Malaysian Chinese Speakers of English." 3L The Southeast Asian Journal of English Language Studies 23, no. 1 (March 28, 2017): 168–89. http://dx.doi.org/10.17576/3l-2017-2301-12.
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Vollmann, Ralf, and Tek Wooi Soon. "Language change and convergence in multilingual Malaysian Chinese." Global Chinese 6, no. 1 (April 28, 2020): 49–67. http://dx.doi.org/10.1515/glochi-2020-0002.
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AbstractBackgroundIn the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages.Material and methodThis contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching have been analysed and later discussed with speakers. It is expected that standard languages influence language use over time.AnalysisThe adult generations of the family speak Hakka and effortlessly mix with other languages. Intergenerationally, language change (and possibly language loss) can be observed for Hakka. Mandarin is gaining importance for all speakers. At the same time, loanwords and loan translations from Malaysian, English and Mandarin are frequent. This Malaysian vocabulary is shared by all spoken languages, with only few differences in usage. Standard Chinese is gradually replacing old Hakka words in Hakka.ConclusionsAs can be expected, the spoken languages such as Hakka are quickly losing traditional lexemes and phrases, while Mandarin Chinese as well as English and Malaysian words are used in Hakka; at the same time, spoken Mandarin and spoken English converges structurally with the substratic Chinese dialects.
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Zainuddin, Siti Zaidah, Alexander Charles Damiano-Nittoli, and Azlin Zaiti Zainal. "Hedging Functions in Malaysian Doctoral Candidature Defense Sessions." SAGE Open 9, no. 4 (July 2019): 215824401989427. http://dx.doi.org/10.1177/2158244019894275.
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The main aim of the present study is to build knowledge and understanding regarding the linguistic use of hedging by Malaysian speakers of English in academic spoken discourse and, more specifically, doctorate students presenting their thesis in the candidature defense. It looks not only to describe the specific nature of spoken academic hedging in Malaysia but to make inroads into identifying cultural factors that shape the way this hedging takes place. To realize these aims, a corpus-based investigative case study that used both quantitative and qualitative methods was used. Transcriptions of candidature defenses and semi-structured interviews regarding the nature of doctoral candidature defense were used to gather the data. The study found that national culture and the dynamic power distance in the educational culture surrounding the defense had an effect on the interpersonal hedging used by Malaysian speakers and the gap in hedging use between panel members and candidates. Disciplinary culture was also observed to influence hedging, specifically in referencing other work and testing theory to build an argument.
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Jeong, Hyeseung Jeong, Bosse Thorén, and Juliana Othman. "MUTUAL INTELLIGIBILITY OF MALAY- AND SWEDISH-ACCENTED ENGLISH: AN EXPERIMENTAL STUDY." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 43. http://dx.doi.org/10.17509/ijal.v7i1.6857.
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In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of the statements read by a speaker from the other language group. We compared the Malaysian and Swedish listeners’ answers given with understanding as well as processing time to respond. The listeners’ own accounts of their struggles in understanding the speakers’ pronunciations were also analyzed. Results show that Malaysian listeners easily understood Swedish-accented English, while Swedish listeners struggled to understand Malay-accented English. The difference between the two groups of listeners seems to be closely related to the degree of the realization of the three phonetic features by the speakers as well as to the degree of the use of these features as perceptual cues by the listeners. Based on the findings, we discuss potential phonetic core features of EIL for intelligibility and some pedagogical implications for teaching English pronunciation to the learners of the language.
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Puah, Yann-Yann, and Su-Hie Ting. "Malaysian Chinese speakers' attitudes towards Foochow, Hokkien and Mandarin." Journal of Multilingual and Multicultural Development 36, no. 5 (August 21, 2014): 451–67. http://dx.doi.org/10.1080/01434632.2014.936875.
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Gut, Ulrike, and Stefanie Pillai. "PROSODIC MARKING OF INFORMATION STRUCTURE BY MALAYSIAN SPEAKERS OF ENGLISH." Studies in Second Language Acquisition 36, no. 2 (May 20, 2014): 283–302. http://dx.doi.org/10.1017/s0272263113000739.
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Various researchers have shown that second language (L2) speakers have difficulties with marking information structure in English prosodically: They deviate from native speakers not only in terms of pitch accent placement (Grosser, 1997; Gut, 2009; Ramírez Verdugo, 2002) and the type of pitch accent they produce (Wennerstrom, 1994, 1998) but also with regard to the phonetic realization of these pitch accents (Atterer & Ladd, 2004; O’Brien & Gut, 2010). This study investigates the prosodic strategies of first language (L1) Malay speakers of English for marking given and new discourse elements. Ten Malay speakers of English were recorded reading out a 179-word story that contained six given and six new words. Additionally, 10 Malay speakers read aloud a 152-word story containing six given and six new words in Malay. The given-new word pairs were analyzed both auditorily and acoustically in terms of type of pitch accent, syllable duration, phonetic realization of the rise, and pitch peak alignment. The results show that the Malay speakers of English produce longer rises on new than on given discourse elements but do not show different pitch accents, syllable duration, pitch peak alignment, or steepness of rises on the two types of words. The average extent and steepness of the rises as well as the pitch peak alignment are almost identical in Malay and the L2 English of Malay speakers, which suggests direct influence from the L1. However, differences in the type of pitch accents produced and the similarities to the patterns produced by other L2 speakers suggest further influencing factors.
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Ahmad, Nurfarahin, Nalini Arumugam, and Kaarthiyaini Supramaniam. "A Study of the Speech Act of Complaining." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 13. http://dx.doi.org/10.24191/ijmal.v1i1.7616.
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The present study aims to examine the speech act of complaining performed by consumers of a particular organisation by investigating the pragmatics strategies employed by the consumers in complaining. The behaviours of Malaysian non-native English speakers when making online complaints directed to an organisation is expected to have different approaches and preferences compared to complaints produced by native speakers of English. A case study approach was used in this qualitative study to investigate the preference of Malaysian non-native speakers of English language when making online complaints with respect to the components of the speech act set of complaining by analysing 50 online complaints, posted by 50 customers via www.complaintsboard.com. The results indicated that the component of complaining is found to be the most frequent in online complaints. Besides, it was also found that the complaints made by non-native speakers did not appear in isolation but accompanied by other components of speech act like criticism, justification, request for explanation, warning and threat and sarcasm. In addition, Malaysian non-native English speakers employed complaint strategy that lies under the third level of severity of complaint which means they produced the complaint by expressing it explicitly.
Dissertations / Theses on the topic "Malaysian speakers"
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Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.
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Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective.
Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation.
The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
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Leong, Phoebe Christina. "The Study of Malaysian Learners' Strategies while Studying a Second Language." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4597.
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In the past, the process by which language acquisition took place was largely ignored. Learning strategies were found to reveal much of the processes that occurred in a learner. In recent years, however, there was a greater emphasis in discovering learner's strategies because of the important role it played in helping the learner control his learning. Most researchers (e.g., Rubin 1975, Stern 1974, O'Malley 1985) emphasize not only the importance of learner strategies in helping the student direct his own learning, but they also emphasize the usefulness of transferring strategies used by successful learners to less successful learners. In order to discover the number and type of strategies that Malaysian learners actually use, it was necessary to distinguish first the successful and unsuccessful learners as well as to distinguish the three different ethnic groups (Malays, Chinese, and Indians) that live in Malaysia. This study examines an aspect of learner strategies in a multi-cultural environment, and attempts to answer research questions regarding the following: 1 . The kind of strategies used by successful and unsuccessful learners within each ethnic group. 2. The number of strategies used by successful and unsuccessful learners within each ethnic group. 3. The kind of strategies used by successful learners among the three groups. 4. The number of strategies used by successful and unsuccessful learners among the three groups. To examine these questions, Oxford's Strategy Inventory for Language Learning (SILL) was employed on ninety-eight Malaysian subjects. The inventory consisted of 50 questions consisting of six major strategy groups (memory, cognitive, compensation, metacognitive, affective, and social). The data from the questionnaires was statistically analyzed using the Kruskal-Wallis and the Mann-Whitney U test. It was discovered that successful and unsuccessful Malaysian learners in general did not use strategies very differently from each other. The only strategy that seemed to be used differently was memory and effective strategies. The number of strategies used did not also· differ very significantly from each other. Their close mean scores indicated that the difference in the number of strategies used was minimal. Also, the most frequently used strategies appeared to be metacognitive and compensation strategies for all three ethnic groups. It would seem surprising that given the multi-cultural environment, and the differences in the Malaysian learners background, the type and number of strategies did not appear to differ very much from each other. The reason could lie in Oxford's inventory which seemed to be more Western-based than Easternbased, or it could be that something else was happening here, and Malaysian learners were using a whole different set of strategies not listed in Oxford's SILL. Nevertheless, the differences in findings among different countries may reveal to us that findings in one country are greatly linked to their cultural backgrounds, and thus one should be cautious in trying to generalize it for other countries.
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Mallan, Vijay Kumar, and n/a. "The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.
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This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts.
The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination.
Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.
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Judd, Syringa Joanah. "Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7502.
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This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify the perceptions of Malaysian English teachers, expatriate native English-speaking teachers (NESTs), and expatriate nonnative English-speaking teachers (nonNESTs) regarding the practices that are prevalent in Malaysia in areas such as hiring, remuneration, and benefits. An initial questionnaire was completed by the participants to ensure that they fit the target demographic profiled. Then, a semi-structured interview was conducted as a follow-up to the participants' open-ended responses in the second part of the questionnaire. Completed questionnaires were gathered from ten participants, and two semi-structured interviews were conducted with an expatriate NEST and a Malaysian nonNEST respectively. Descriptive statistics were used to analyze responses to the seven-point Likert-scale statements. In addition, this study took a qualitative approach in analyzing the core themes of the responses in the semi-structured interview and the questionnaire. Examining individual survey items and interviews revealed that there is a large discrepancy in wages between NESTs and nonNESTs in Malaysia, and this contributes to the unhappiness and low morale of Malaysian English teachers. In addition, the presence of expatriate NESTs causes Malaysian nonNESTs to have low self-esteem as they compare themselves to their native counterparts. This study also revealed that participants felt that the importation of expatriate NESTs had no significant impact on improving the language proficiency of students. Owing to the perceived failure to deliver desired results, the majority of the participants agreed that hiring qualified and experienced English teachers (not on the basis of one's race or first language) is paramount in improving the language proficiency of Malaysian students. The analysis of the data collected resulted in recommendations for a more in-depth study of the impact of the importation of expatriate NESTs/nonNESTs to the morale of Malaysian nonNESTs and the improvement of the language proficiency of Malaysian students. Also, the contributing factors for the decline of the English proficiency of Malaysian students should be thoroughly evaluated so as to affect change.
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Seliman, Salbiah. "The genre and the genre expectations of engineering oral presentations related to academic and professional contexts." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1778.
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This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.
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Abdul, Razak Noor Zainab. "Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/1174.
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The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.
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Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.
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Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.
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This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Fung, Yong Mei. "The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1467.
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This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.
Books on the topic "Malaysian speakers"
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Ali, Jamaliah Mohd. Verbal communication: A study of Malaysian speakers. Kuala Lumpur, Malaysia: University of Malaya Press, 2000.
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Warren, Mintz Malcolm. Listening comprehension: Selections from Malaysian and Indonesian history. Singapore: EPB Publishers, 1996.
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Universiti Kebangsaan Malaysia. Pusat Pengajian Bahasa & Linguistik and Penerbit Universiti Kebangsaan Malaysia, eds. Writing the past into the present: Reflections of 35 years of scholarship in language and literary studies. Bangi: Penerbit Universiti Kebangsaan Malaysia, 2006.
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Zainuddin, Daim bin. Daim speaks his mind. Petaling Jaya, Selangor Darul Ehsan, Malaysia: Pelanduk Publications, 1996.
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Mr. Speaker, Sir: From kampung boy to the helm of parliament : Ramli bin Ngah Talib, a journey. Kuala Lumpur: RA Fine Arts, 2012.
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Hunt, J. L. Report on the 17th Conference of Commonwealth Speakers and Presiding Officers and the official visit to Malaysia. [Wellington N.Z.]: New Zealand House of Representatives, 2004.
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Propagation of English language through radio broadcasting in Malaysia. Kuala Lumpur, Malaysia: International Islamic University Malaysia, 2001.
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Devaraj, Jeyakumar. Maaf tuan speaker, saya tidak dapat menyokong: Sebuah analisis alternatif oleh ahli parlimen Parti Sosialis Malaysia di Dewan Rakyat. Ipoh, Perak, Malaysia: Parsosma Enterprise, 2011.
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The Pulse of a Malaysian University: Ethno- And Sociolinguistic Issues and the Tesol Dimension at Universiti Putra Malaysia (Berkeley Insights in Linguistics and Semiotics,). Peter Lang Publishing, 2006.
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Rodolfo, Jacobson, ed. The pulse of a Malaysian university: Ethno- and sociolinguistic issues and the TESOL dimension. New York: P. Lang, 2008.
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Abdullah, Rokiah, Vikneswaran Vijean, Hariharan Muthusamy, Farah Nazlia Che Kassim, and Zulkapli Abdullah. "Real and Complex Wavelet Transform Using Singular Value Decomposition for Malaysian Speaker and Accent Recognition." In Lecture Notes in Mechanical Engineering, 22–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7309-5_3.
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Sim, Gerald. "Postcolonial Cacophonies." In Postcolonial Hangups in Southeast Asian Cinema. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463721936_ch03.
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This chapter argues that Malaysian f ilmmaker Yasmin Ahmad, a prominent cultural voice on racial politics, presents a fresh model of postcolonial poetics. Through interracial romance melodramas set in globalized milieus, she stages interethnic squabbles between speakers of different languages. Ahmad deemphasizes linguistic meaning in favor of purely acoustic pleasures. The soundscape harbors a local aesthetic that transcends the hybridity paradigm associated with postcolonial culture. Ahmad’s predilection for highlighting characters who speak ethnically incongruent languages, furthers a cinematic experience that is aural, spatially marginalized, yet seductively immersive. Jean-Luc Nancy’s concepts of “ecouter” and “resonance” inform these readings, while his eponymous writing vis-à-vis globalization circumscribe a phenomenology that speaks to Malaysia’s postcolonial-global duality and geopolitical “sense of the world.”
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Sorayyaei Azar, Ali, and Siti Aisyah Binti Mohd Sahar. "Factors Affecting Malaysian Undergraduate Students' Motivation in Improving English Proficiency in Academic Environments." In Higher Education Challenges in South-East Asia, 35–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch003.
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Motivation plays an important role in the achievement of one's goals, whether as a student or as a worker. It is also an integral component in executing tasks. It is essential in pushing and encouraging people to carry out their daily activities. This research will focus on the different aspects of motivation. In Malaysia, English proficiency is an essential tool to gaining employment. It is for this reason that students are trained to have adequate English communication skills. Here, motivation will play a key role in driving them to become fluent English speakers. Although there are multiple types of motivation, this research will mainly focus on two forms: extrinsic motivation and intrinsic motivation. As explained by Kong, intrinsic and extrinsic motivations are two inseparable phenomena that complement each other when it comes to language learning. First extrinsic motivation, which refers to behaviour that is driven by external factors such as colleagues, friends, and family will be a powerful tool in a student's attempt to master the English language. The encouragement provided by a student's loved ones will certainly lift his/ her spirits if he/she falters in his/her efforts. Extrinsic motivation is also present in another form: rewards. Students who mainly rely on this method of extrinsic motivation will require a reward after accomplishing a goal/task, like taking a break or eating a snack. Vice versa to the students with intrinsic motivation, these individuals motivate themselves from within through internalised structures. This type of students is anxious to know and study on their own to achieve what they want. They generally do not need other people or other external motivators as long as they have their own inner drive. Furthermore, their inner selves are eager to accomplish their goals and fulfil their wishes. This study is conducted to investigate the factors that affect Malaysian undergraduate students' motivation to learn English in academic environments. It seems that the English fluency, particularly for those who have not built a concrete basic foundation in English, can be considered as one of the major issues in Malaysian education for the last few decades. To improve their grasp of the English language, students need motivation to keep them moving forward. There are various types of factors that affect the students' motivation. This study attempted quantitative research design using an online survey method. There were 306 respondents of Malaysian undergraduate students from four faculties (management, medical, hospitality, and engineering fields) at one of the private universities in Malaysia. The questionnaire was distributed using Google Form. Then, the results were analysed through SPSS software. The results revealed that the Malaysian undergraduate students were indeed affected by their intrinsic and extrinsic motivation. The students were intrinsically motivated by their own selves and extrinsically motivated by their parents, lecturers, friends, and academic environment to improve their proficiency in the English language. As such, the pedagogical implications are discussed.
Conference papers on the topic "Malaysian speakers"
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Rashid, Roswati Abdul, Roslina Mamat, and Rokiah Paee. "Compliment Strategies Employed by Japanese and Malaysian Tour Guides during Tour Sessions." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-3.
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This research is a comparative study of Japanese language communication between the Japanese and Malay tourist guides during tourism tour sessions. The research goal is to examine patterns of compliment strategies implemented throughout the interactions of the tour sessions. The study results acquired are in the form of four recordings of a dialogue between the tourist guides and the tourists, in audio and video modes. The conversations are transcribed and coded. The tour guides included two Japanese native speakers and two Malaysian-Japanese speakers. In contrast, the tourists are Japanese native speakers who visited Malaysia, and Malaysians who attended the tourist attractions in Japan. The study reveals that the frequency of compliments applied by both Japanese and Malaysian tour guides are alike, or in other words, there are no significant differences. Nevertheless, category, function and topic or theme of compliment utterance present ssubstantial distinction.
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Vollmann, Ralf, and Soon Tek Wooi. "The Sociolinguistic Registers of ‘Malaysian English’." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-1.
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The interplay of four standard languages and a number of spoken languages makes Malaysia an interesting case of societal multilingualism. There is extensive convergence between the spoken varieties. ‘Malaysian English’ (ME) has developed its own structures which can be shown to copy structures of the mother tongues of the speakers at all levels of grammar, thereby being an example for localisation and the creation of a new dialect/sociolect. An analysis of the basilectal register of ME in ethnic Chinese speakers finds that converging patterns of ME and Malaysian (Chinese) languages, with situational lexical borrowing between the various languages. Sociolinguistically, ME plays the same role as any dialect, with covert prestige as an ingroup (identity) marker which is avoided in acrolectal (outgroup) communication. Spoken English in Malaysia can therefore be seen as a localised creoloid dialect of English, based on linguistic substrates. Sociolinguistically, ME is mainly an orate register for basilectal and mesolectal intra-group communication.
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Fahrurazi, Fairul Rizal. "Keynote speakers." In 2014 8th Malaysian Software Engineering Conference (MySEC). IEEE, 2014. http://dx.doi.org/10.1109/mysec.2014.6985978.
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Tayeh, Brohanah, Kamila Kaping, Nadeehah Samae, and Varavejbhisis Yossiri. "The Maintenance of Language and Identities of the Thai-Melayu Ethnic Group in Jaleh Village, Yarang District, Pattani, Thailand." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-1.
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At the Thai-Malaysian border, a majority of the population comprises the Thai-Melayu ethnic group, as speakers of the Pattani-Malay dialect. Here, heritage language maintenance presents a salient factor. The ethnicity resides on both sides of the border. This study aims to investigate the heritage language maintenance and identities of the Thai-Melayu ethnic group in Jaleh Village, Yarang District, Pattani, Thailand, and to examine their attitudes towards the language used in their community. The samples-set comprised 20 local respondents who were born and raised in the village. A questionnaire addressing the effects of the heritage language maintenance of the Thai-Melayu was employed as a tool of data collection. A descriptive analysis method was used for data analysis. The results of the study revealed ideological underpinnings of the ethnic group with regards to language, as well as demographic information that informs population and cultural studies. These factors include that the Pattani-Malay dialect constitutes a major language, where the Thai language in comparison has a minor usage in the community. The Pattani-Malay dialect is used in the family domain, with extended families, or with neighbors, and in ritualistic or religion domains. In contrast, Thai is used with strangers, in government and official domains, in the school domain, and in the domain of public health. Moreover, the results support that the dialect has not as yet become endangered, evidenced by that the samples prefer the Pattani-Malay dialect as the main language for daily life, and for passing on their ethnic language to younger generations, a process labeled as ‘accidental maintenance.’
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Yusnita, M. A., M. P. Paulraj, Sazali Yaacob, and A. B. Shahriman. "Classification of speaker accent using hybrid DWT-LPC features and K-nearest neighbors in ethnically diverse Malaysian English." In 2012 IEEE Symposium on Computer Applications and Industrial Electronics (ISCAIE). IEEE, 2012. http://dx.doi.org/10.1109/iscaie.2012.6482092.
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