Yuko Taniguchi

Affect and the EFL Classroom: Language Contact in Addressing

Introduction

Affect and the efl classroom: language contact in addressing. This study examines affect and language contact in EFL classrooms, analyzing how English-speaking teachers address Japanese students. Discover affect's role in cross-cultural interaction.

Abstract

This study investigates affect or affective elements between the teacher and students in EFL classroom interaction. Affect is regarded as a linguistically significant phenomenon in interactions, which are analysed contextually. The focus is on addressing students, (who are native speakers of Japanese), by teachers (native speakers of English). This verbal act in EFL classroom designates students? names that come from their native language and it indicates parts of their self-identities. Therefore, affect in this study is formulated particularly in interaction where contact between the students? native language and the teacher?s native language occurs. The results of this study show that affect is produced along with different teachers? orientations towards teaching and the student?s reaction to it. Particularly, affect operates negatively, when the context of addressing is perceived negatively. This study reveals that affect is tangible in cross-cultural encounters and plays a significant role in human interaction.

Review

This study promises a valuable contribution to the understanding of affect in second language acquisition, specifically within the context of EFL classrooms. The chosen focus on "addressing" as a site for investigating affective elements and language contact is particularly insightful, moving beyond broader examinations of classroom climate to a specific, tangible linguistic act. By pinpointing the use of students' native language names by English-speaking teachers, the research effectively highlights how seemingly minor linguistic choices can carry significant cultural and personal weight, touching upon aspects of student identity. The contextual analysis of these interactions, where affect is regarded as a "linguistically significant phenomenon," underscores a strong methodological foundation for exploring the intricate dynamics at play in cross-cultural encounters. While the abstract clearly articulates the study's scope and its formulation of affect, further clarity regarding the precise operationalization and identification of "affect" would strengthen its impact. The abstract states that affect is "produced along with different teachers’ orientations towards teaching and the student’s reaction to it," and "operates negatively, when the context of addressing is perceived negatively." To fully appreciate the findings, a reviewer would look for more detail on how these "orientations" and "reactions" are observed, categorized, and how negative perception is measured. Is this based on student self-report, observational cues, or detailed discourse analysis? Elucidating the analytical framework used to link specific linguistic acts (addressing) with observed affective outcomes and their perception is crucial for understanding the robustness of the claim that affect is "tangible." Overall, this research offers compelling insights into the crucial, often under-examined, role of affect in cross-cultural language education. The findings—that affect is tangible and significantly influenced by the perception of addressing—have important practical implications for teacher training and pedagogical practices in diverse EFL contexts. It underscores the need for greater cultural sensitivity and awareness in classroom interaction, particularly regarding personal identifiers like names. Future research building on this foundation could explore positive manifestations of affect in similar contexts, delve into different language pairs, or investigate specific teacher strategies that mitigate negative affective responses. This study undoubtedly contributes meaningfully to the socio-affective dimension of second language learning and merits publication.

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