Abstract:
The effects of language regulation have been seen to be positive as it makes learners
more aware of their errors and allows for learner generated repair (Lyster & Ranta,
1997). In spite of this, studies in the area of language regulation place little or no
emphasis on language regulation. This study investigated language regulation, or the
negotiation of acceptability and correctness in language, in English as a second
language classroom. The study examined the practices of language regulation in the
classroom, to understand the factors that inform the regulation of language in the
classroom and to determine who takes on the responsibility of language regulation in
the classroom. Through purposive sampling, data were collected from recordings of classroom interactions and interviews from eight classrooms (360 students;
24teachers) in senior high schools in the Koforidua Township. The findings showed
that second language speakers reject the idea of anything goes and take on language
expert roles, resulting in explicit and implicit regulation of language. The study also
showed that the language regulation of one’s language was triggered mostly by
nonconformity or mutual understanding. Finally, the results revealed that language
can be regulated by language teachers, students, other teachers and the native speaker
(in this case, the dictionary). Based on the findings, it is argued that classroom
language needs to be regulated in order to improve L2 learners’ competence and
performance.
Description:
A dissertation in the Department of Applied Linguistics, faculty of foreign
languages education and communication, submitted to the school of graduate
studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a second language)
in the University of Education, Winneba
SEPTEMBER, 2019