The Framing of Speech Fluency in English as a Foreign Language (EFL) by In-Service Primary School Teachers

Oleksandr Kapranov

doi:10.5209/cjes.63613

Abstract

The article presents a mixed-method study of how in-service primary school teachers frame speech fluency in English as a Foreign Language (EFL). In the present study, a group of 19 in-service primary school teachers (further - participants) are asked to write reflective essays on the topic “My Understanding of Speech Fluency in EFL”. The corpus of the participants’ reflective essays has been contrasted with the reflective essays written on the same topic by a control group, which is comprised of 19 EFL pre-service primary school teachers. The results of the framing analysis reveal that the participants frame speech fluency in EFL by the frames Communication, Disfluency, Flow, Grammar, Importance, Multimedia, Role Model, Vagueness, and Vocabulary. Notably, there are qualitative and quantitative differences in the distribution of the frames between the groups of participants and controls. The results of the data analysis indicate that the distribution of the frames involves such variables as the approach towards speech fluency in EFL and the participants’ view of their own speech fluency in EFL.

Highlights

Introduction2. In-service efl teachers’ reflections on speech fluency in efl/esl: literature review
The article discusses a mixed-method study of how the participants frame their understanding of speech fluency in English as a Foreign Language (EFL)
The framing analysis in the study has yielded several frames that are employed by the participants to construe their view of speech fluency in EFL

Summary

Introduction

2. In-service efl teachers’ reflections on speech fluency in efl/esl: literature review. This article presents and discusses a mixed-method study that seeks to investigate how in-service primary school teachers of English as a Foreign Language (EFL) frame speech fluency in the English language. The study aims to identify and examine a possible range of frames that construe the in-service EFL primary school teachers’ view of speech fluency in EFL. The study is embedded into the notions of framing (Pennington 1999; Pennington & Hoekje 2014) and speech fluency in a foreign language (Chambers 1997; Götz 2013; Kormos 2014; Kormos & Dénes 2004; Lennon 1990; Rossiter et al 2010; Sato 2014; Tavakoli & Hunter 2018).

Objectives

Methods

Results

Discussion

Conclusion