Variance in the Use of Invitational and Intrusive Rhetoric in Online EFL Teaching Discourse

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  • Author(s): De Vera, Presley V.
  • Language:
    English
  • Source:
    Online Submission. Dec 2018 20(12):25-43.
  • Publication Date:
    2018
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      19
    • Subject Terms:
      Online Courses; English (Second Language); Second Language Learning; Second Language Instruction; Classroom Communication; Discourse Analysis; Rhetoric; Teaching Methods; Case Studies; Gender Differences; Classification; Speech Communication; Instructional Improvement; Linguistic Theory; Language Teachers; Foreign Countries
    • Subject Terms:
      Philippines
    • Abstract:
      Teaching discourses essentially presuppose the use of rhetoric. This study that doubly registers as EFL Research and Communication Research draws on the Theory of Discourse Analysis and Rhetoric Theory of Communication to investigate rhetoric undertones in the teaching discourses of EFL (English as a Foreign Language) teachers engaged in online teaching. The case study involved four participants of equal number of male and female teachers to account for sex-aggregated analysis. It employed Sinclair & Coulthard's method of classroom discourse analysis in the transcription of the teachers' spoken corpora. Findings revealed that (1) male and female teachers used rhetoric in the online teaching of EFL courses, and (2) they used rhetoric in the context of deploying certain discourse functions. On the varied rhetoric intents of the teachers underlying their rhetorical moves, male and female teachers account exhaustively on the use of all types of rhetoric, i.e. Foss' typology of invitational and patriarchal rhetoric (operationalized in this study as "intrusive rhetoric"), and the latter's sub-types. There have been noted difference, both remarkable and less significant, between male and female teachers' rhetoric practices. As a major contribution of the study, it poses significant supplement and a stark critique to Foss' Invitational Rhetoric Theory of Communication. From the synthesis of the study's findings and conclusions, several recommendations are offered for the improvement of English language pedagogy, for future research, and the interest of advancement in theorizing under the rhetoric tradition in the field of communication and its complementary insights to the enterprise of teaching EFL.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      ED604157