Culture Representation
Cultural Voices and Representations in EFL Materials Design, Pedagogy, and Research
Phaisit Boriboon B.A. (English), M.A. (TESOL)
A thesis submitted in fulfilment of requirements for the degree of Doctor of Philosophy
to Linguistics and English Language School of Philosophy, Psychology and Language Sciences University of Edinburgh
July 2008
Copyright 2008 by Phaisit Boriboon All rights reserved.
To My Parents, ปอบุญมา แมคําปน บริบูรณ, in Heaven
Abstract
This study presents a multi-faceted analysis of EFL learners’ voices in a Thai context, aimed at testing a hypothesis that the discourse of foreign, western-compiled textbooks project identities disconnected from EFL learners’ lived experiences, adversely affecting their meaning-making during discursive practices. I employ a multi-modal, multi-case study for data collection: 1) the use of two sets of materials in mini-course action research with two groups of learners — one group using published materials selected from New Headway Elementary Course (Soars & Soars, 2000) and the other using modified, parallel ‘Third Space’ materials; 2) audio- and video-recordings of classroom interactions and their transcriptions; 3) post-lesson and post-course questionnaires; 4) semi-structured interviews; and 5) video-based stimulated recall interviews. Drawing from Bakhtinian-Vygotskian sociocultural theories, I show through a microscopic analysis of learners’ interactions and utterances how dialogic relations between Other-discourse and Self-discourse shape learners’ meaning construction during their appropriation of mediating discourse for activities such as role-play. A macroscopic analysis of learners’ attitudinal voices based on the questionnaires and interviews is then provided for triangulation. The findings are 1) both groups have marked potential to infuse their contextual meanings into the Other-discourse of their materials for Self-representation; 2) ‘Third Space’ materials have more
Phaisit Boriboon B.A. (English), M.A. (TESOL)
A thesis submitted in fulfilment of requirements for the degree of Doctor of Philosophy
to Linguistics and English Language School of Philosophy, Psychology and Language Sciences University of Edinburgh
July 2008
Copyright 2008 by Phaisit Boriboon All rights reserved.
To My Parents, ปอบุญมา แมคําปน บริบูรณ, in Heaven
Abstract
This study presents a multi-faceted analysis of EFL learners’ voices in a Thai context, aimed at testing a hypothesis that the discourse of foreign, western-compiled textbooks project identities disconnected from EFL learners’ lived experiences, adversely affecting their meaning-making during discursive practices. I employ a multi-modal, multi-case study for data collection: 1) the use of two sets of materials in mini-course action research with two groups of learners — one group using published materials selected from New Headway Elementary Course (Soars & Soars, 2000) and the other using modified, parallel ‘Third Space’ materials; 2) audio- and video-recordings of classroom interactions and their transcriptions; 3) post-lesson and post-course questionnaires; 4) semi-structured interviews; and 5) video-based stimulated recall interviews. Drawing from Bakhtinian-Vygotskian sociocultural theories, I show through a microscopic analysis of learners’ interactions and utterances how dialogic relations between Other-discourse and Self-discourse shape learners’ meaning construction during their appropriation of mediating discourse for activities such as role-play. A macroscopic analysis of learners’ attitudinal voices based on the questionnaires and interviews is then provided for triangulation. The findings are 1) both groups have marked potential to infuse their contextual meanings into the Other-discourse of their materials for Self-representation; 2) ‘Third Space’ materials have more