Australian Classroom the Effect of

Australian Classroom The effect of learners' past experiences on L2 communication Lack of opportunities for practice and use L2 at home A transition from English teachings in Iraq to Australia Peer interaction and learner-centred method The choice of using educational learning resources and technology Comprehensive input Strategies used by learners in coping with language communication difficulties Point of noticing in second language acquisition SLA Self-learning, access and support Interpersonal relationship- peer interaction opportunities for input and output Using authentic and relevant resources- access to the media The necessity of cultural exposure and input Body language Facial expressions and eye movements Summary Overview This chapter presents and reports significant findings from the individual and group interviews with six Iraqi new arrival students attending the secondary school in Australia.

It also discusses findings with regard to the central research questions and makes links to the literature review presented in Chapter Two. The aim of this study, as mentioned earlier, is to explore the language communication difficulties faced by Iraqi newly arrived high school students in the mainstream classrooms in Australia. The research questions aimed to investigate the possible challenges faced by these students, factors which have influenced such challenges, and the strategies that the participants have employed in coping with these challenges.

Previous research on this topic of investigation has yielded little results; however, there is plenty of literature regarding Arab, international, Middle Eastern, and Asian students in the Australian context. Arab people are accustomed to sharing the dominant Arabic language in their daily interactions and communications with each other. Some differences appear in the dialects, but it does not mean that they share the same cultures and traditions among them. Arab countries are religiously and ethnically diverse with Islam as the dominant religion in most countries.

Accordingly, the researcher seeks to highlight some educational and cultural issues of Iraqi students in Australia to show that little difference has strong and direct impact on their language communication within classroom. To explore Iraqi students' language communication difficulties, three central research questions were set, these as follows: 1. What are the language difficulties faced by Iraqi students in English communication in the mainstream classroom? 2. What factors have influenced such difficulties? 3.

What strategies have students employed to cope with these difficulties? In response to the research questions, several themes emerged regarding Iraqi students' language communication difficulties. These themes are presented and discussed in more details in the following sections. 4.2 The Effect of Learners' Past Experiences on L2 Communication Effective language communication is a critical aspect of one's everyday life and in the language learning process. Communication mentioned throughout this research paper is the students' interaction with their teachers and classmates within the Australian mainstream classrooms.

Strong communication skills help learners to comprehend and convey messages. This research study addresses language communication difficulties faced by new arrival Iraqi students attending mainstreamed schools in Australia, specifically, Southeast of Melbourne, Victoria. Many factors such as English language teaching method, cultural issues, lack of educational technology and other learning resources affect Iraqi students' learning in Iraq. These factors have reflected negatively on the students' learning process in the Australian mainstream schools.

Therefore, improving Iraqi language communication skills is essential for Iraqi students as they are living and studying in Australia where English is the primary and dominant language, and they need to communicate and integrate with everyday society. This section shows that the using of Form-focused instruction method- one of the Grammar-Translation Approach methods - in the Iraqi educational schools has a strong impact on students' learning process of English, especially on language use and communication.

Moreover, the section presents another factor that has influenced Iraqi students who studied English in Iraq, which is the lack of use of English and exposure to language input. At the beginning, I learned alphabetic and few simple words during the first two years. In the secondary stage I learned a basic grammar and how to make a sentence which consists of subject, verb and adjective or completion However, we didn't speak English outside the classroom as all students and people speak Arabic.

(Hashim) In addition, it seems that the student's motivation in learning English in Iraq is varied from their goals in Australia. Students want to pass the examination only to move to the next grade/stage while in Australia they need to communicate with and understand others which is the major issue for most students. I studied English in Iraq for three years, two years in grade 5 and one year in grade 6. I didn't pass grade 5 in the first time because English subject was my problem, I couldn't learn it easily.

I faced difficulties during those three years. (Fahad) Moreover, the data indicate that the lack of use of English and exposure to language input are main factors that have influenced Iraqi students who studied English in Iraq. Without L2 practice and use, learners will forget it easily; therefore, Iraqi students (especially those who studied English during the primary and intermediate schools) did not have enough information about English when they arrived to Australia.

Due to these factors, most of Iraqi students face language difficulties when they attend mainstream schools (attached below are the questions asked of the learners). I studied English in Iraq for five years and I don't want to remember that.. I didn't learn English in Iraq because there wasn't any effective communication in and outside the classroom. All people speak Arabic outside the classroom as it is our first language and we studied English as a foreign language.

(Adam) Appendix A Interview Questions Could you please tell me about yourself and your educational background? When did you arrive to Australia? Does anyone in your family speak or study English? If yes, do you try to speak English at home? Could you please tell me about your parents' educational background? What were the main difficulties that you faced in the classroom when you started studying in the high school? How did manage to cope with such difficulties? What is your opinion in dealing with peer interaction? What do you feel when you do not understand what your teacher/friend/classmate says? What kind of body language do you use when speak and listen? Do you feel that you have the language proficiency? If yes, how did you gain this proficiency? How much per cent of language proficiency can you give yourself? What is the best strategy/method to improve your language? Why? What is your advice to new arrival students who enter the high school? Are there any other comments you would like to make about any of the issues which have arisen in the interview? Appendix B Focus Group Topics Can you explain students' interaction in Iraq and Australia? What are the communication challenges? What strategies have been used in coping with any challenges? What do you regard as language competency? 4.3 Lack of opportunities for practice and use L2 at home Question three asks if the Iraqi learners speak English and if they can, is it an activity they perform at home.

The findings (shown below-with quotes and a graph) demonstrate that 100% of the Iraqi students speak English. The six Iraqi students report that his or her siblings all speak English and that Arabic is the preferred language at home. Another finding is that English is spoken primarily by the fathers and rarely by the mothers. With Arabic as the language spoken at home the Iraqi learners have limited opportunities to practice with his or her parents and siblings.

We do not speak English at home in front of my father because he encourages us to use Arabic so we will not lose or forget it. I like to speak English with my younger brother to improve our speaking, pronunciation and listening. (Adam) When I have homework or presentation.. my sister corrects spelling or pronunciation mistakes or need for improvement. I sometimes teach my mother some words that she needs them when she goes shopping or sees her doctor.

(Amal) We don't speak English to each other at home just a few words which my youngest brother doesn't understand them in Arabic. My father urges us to teach him the words in Arabic not in English so that he will not forget or lose his first language. (Hashim) I sometimes speak English with my youngest brother because I see that it is very easy to inform or communicate with him. My mother refuses to do that in front of her because she can't understand us.

(Nuha) Appendix C English Speaking Parents English Speaking Characteristics 4.4 A Transition from English Teachings in Iraqi to Australia All of the Iraqi students surveyed arrived in the late spring or summer of 2008. The time frame presents a unique situation; the learners would have the May, June, July, and August to study English and to be better prepared for the Australian school system because the English skills obtained in Iraq were porous. Question number one asked the Iraqi learners about who they were and about his or her educational background.

There were some interesting results in the answers obtained. First, all six participants were between the ages of 15 and 18 and 100% of them had started studying the English language in grade 5 at home in Iraq. Another observation is that 80% of the Iraqi students reported that they were a full grade level below in Australia; the remaining 20% were two grade levels behind his or her current educational pace in Iraq.

This interesting fact demonstrates that the Iraqi school system is behind the Australian school system and the Iraqi learners will need further 2nd language training. The fourth question delves into the educational background of the Iraqi students parents. A Muslim belief dictates many of the findings because Iraqi females often are not schooled and in some cases are illiterate. Sixty percent of the males have college level education, 40% of the males have a military or government background whereas 20% of the females have obtained advanced educational opportunities.

All the parents have studied English since arriving in Australia. One hundred percent of the males are comfortable speaking English to communicate daily wants and needs outside the home, but only 20% of the females have the same comfort level. Due to the lack of education the females have private English language tutors. 4.4.1 Peer interaction and learner-centred method The sixth question asks the Iraqi learners how they dealt with the difficulties they faced. Most of the Iraqi students discussed the development of friendships with the native Australian students as helpful.

Other items Iraqi students discussed were watching movies in English, reading, practicing, and asking the teachers more questions. Question number seven asks the Iraqi learners to describe his or her opinion on peer interaction. All the learners mentioned that it is beneficial in many ways from working with his or her peers. Culture beliefs, new words, definition of words, are answers that have been included by most of the Iraqi students (see quotations and chart below).

When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities. I'm sure it is very important because it improves my language communication skills. (Adel) When I discuss with my classmate any topic in the classroom, it helps me to better understand the lesson as he or she has the language competency. I learn new words, expressions and ideas which assist me to interact with peer and teachers effectively.

(Hashim) Peer interaction is crucial for students like my situation; it helps me to communicate with native speakers who have the language knowledge and perfect pronunciation. Those students [native speakers] helped in explaining what I didn't understand. (Adam) Peer interaction teaches us how to listen to others, and it shows us some cultural and social attitudes through the direct contact with native speakers.

(Nuha) Appendix E Advantages and Disadvantages of Friends 4.4.2 The choice of using educational learning resources and technology The teachers focused on the dialogue in the text book to encourage us to speak. They do not use technology such as computer, projectors, or even whiteboards. Most of the schools still use blackboard and chalks. (Fahad) There was absence of using computer to access Internet to do communicative activities. Some teachers do not know how to use computer, they depends on the text book only.

(Adam) In Iraq the students often were asked to learn from the text book and did not use emerging technology such as computers, projectors, and whiteboards to enhance the learning experience. While in the Australian schools, learners use different types of educational learning aids -- such as whiteboard, projector, computer, language laboratory, recorders, etc. Students have access to the Internet whenever they need; it helps them to do presentations or other class activities.

4.4.3 Comprehensive Input The teaching methods adopted in the Australian school assist L2 learners to pronounce words intelligibly when interacting and participating within the classroom. Teachers encourage and help L2 students to choose the appropriate word in various situations, which leads to building learners' language knowledge and competency. This helped me a lot to listen to the correct pronunciation and introduced to new words and expressions. It assisted me to speak in the classroom and using those new words.

(Hashim) I was listener more than speaker, but gradually I used to interact with them in different life subjects not just about the school without any difficulty. I learned lots of new words, expressions, idioms and even my pronunciation became better that helped me to interact effectively inside the classroom. (Adel) However, many L2 students, especially from Middle East and North Africa MENA countries, need more time to obtain the language knowledge and to know others' cultural and social traditions.

Question number five asks the Iraqi learners what they had the most difficulty with when starting high school in Australia. All of the students surveyed discussed multiple difficulties when describing his or her educational experiences when first entering Australia. Most of the surveys described the educators as unwilling or unable to understand the 2nd language difficulties facing the Iraqi students. Eighty percent of the Iraqi learners surveyed had little to no interaction during the classroom discussions because of high anxiety levels.

Primary reasons (shown below) deal with the teacher and cultural differences and connects them into perspective. I usually have a language knowledge problem when introducing to a new topic which I don't have enough information about it. It is difficult to understand what the speaker is talking about. (Fahad) Appendix D Difficulties Facing Iraqi Students 4.5 Strategies used by Learners in Coping with Language Communication Difficulties The sixth question asks the Iraqi learners how they dealt with the difficulties they faced.

Eighty percent of the Iraqi learners mentioned that completing the homework assignments was important in helping deal with the difficulties. Sixty percent of the Iraqi students discussed the development of friendships with the native Australian students as helpful. Other items Iraqi students discussed were watching movies in English, reading, practicing, and asking the teachers more questions. All the learners mentioned that it is beneficial in many ways from working with his or her peers.

Culture beliefs, new words, definition of words, are answers that have been included by most of the Iraqi students. When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities. Question number eight asks the Iraqi learners how they feel when they do not understand teacher, friend, or a classmate. One hundred percent of the Iraqi learners discussed feeling of embarrassment, shyness, and frustration when they are unable to understand English communication from a teacher, friend, or a classmate.

One responder mentioned that the English teachers in Iraq are poor, thus the reason for language issues (understanding) in Australia. Another student described that the teacher was the only person who was important in the classroom and that he or she can speak to his or her classmates any way possible. Eighty percent of the learners mentioned that they ask for the teacher, friends, or classmates to please explain and at time to repeat what was already stated.

4.5.1 Point of noticing in second language acquisition SLA According to professor John Truscott the point of noticing system in teaching a second language is broken and needs to be modified (1998). Truscott's research on point of noticing will yield information that will help educators, administrators, and decision-makers to understand better the immigrant students' educational needs in terms of 2nd language communication difficulties. Understanding such learning obstacles will make a contribution in recognising and conveying students' voices, especially new arrivals, to the educational decision-makers toward seeking appropriate resolutions.

Truscott believes that the point of noticing system is ineffective because it is not based on any clearly theory of language (1998). Truscott's study will help immigrant students to employ successful strategies to cope with possible language communication difficulties faced during his or her second language learning. Paying more attention to the teacher is very important because we will understand what he or she is talking about and asking for. This keeps us connected to the teacher and lesson.

(Nuha) I paid more attention to my teachers to know or at least to understand the main idea that they are talking about. (Amal) I would like to advise new arrival students to pay more attention to what the teacher says.I wasn't pay attention to the teacher. On the following day, the teacher asked me about what I did understand from yesterday class. I didn't remember anything about it.

(Adam) Research related to the topic of exploring language communication difficulties among Iraqi students in Australia is gaining popularity, especially in obtaining more insights into the Iraqi new arrival students and their language communication barriers in the mainstream classroom. There have been many studies and literature regarding Arab, Middle Eastern and Asian language communication difficulties in the Australian, American and European context, which has helped in the research process.

4.5.2 Self-learning, access and support Question number 12 asks the Iraqi learners what percentage of language proficiency he or she has obtained since arriving in Australia. Many of the learners feel they are adequately proficient with English as a primary form of communication. The Iraqi learners shared that the best strategies for self-learning are completing the homework, practicing, spelling, using new words, and talking with Australian English speakers. Some of the Iraqi learners mentioned that an electronic dictionary is helpful; one student said keeping a journal or a diary was also helpful.

Self-learning requires the students to be intrinsically motivated; the intrinsic motivation will allow the students opportunities for self-improvement as 2nd language learners. We don't have to neglect or delay any homework as it might contain new words and idioms that we need to learn them so we can use them inside and outside the classroom. (Hashim) Doing my homework every time, it helped me to learn new words and expressions. (Amal) It [homework] helps us to improve our writing and spelling as well.

We have to do our homework first in order to manage and control our time and study. (Adam) When I find new words I write them down in my diary. I then try to listen to their pronunciation and find the suitable meanings by using an electronic dictionary. (Adel) I'm using an electronic dictionary to help me to find the exact meaning of word and how to use it in different sentences.

(Nuha) 4.5.3 Interpersonal relationship- peer interaction opportunities for input and output The Iraqi students believed the development of friendships with the native Australian students as helpful. The ability to have opportunities to exchange dialogue was important practice time. Simple friendly conversations can generate a high volume of input and output for the 2nd language learners. The Iraqi students said watching movies in English and listening to the radio was beneficial. This provided the learners with an opportunity to hear native speakers displaying input and output in an everyday setting.

All the learners mentioned that it is beneficial in many ways from working with his or her peers. The Iraqi students believe that culture beliefs, new words, and having a friend define of word are important aspects in the 2nd language learning process. When assimilating into another culture, it is important to have an understanding of how individuals undergo daily routines and activities. During the last two years, I was spending 7-8 hours daily with my classmates or friends who speak English fluently.

(Adel) New arrival students need to make a friendship with the native speakers as they [the latter] know about English language. (Nuha) The other thing I would like to advice new arrival students is to make a 'positive' friendship with native speakers to help them to learn new words that can be used during their study and daily life.

(Fahad) A better way to do that [making a friendship] is by joining a soccer or footy club to play with friends so that they feel that you belong to the group. This helps students to integrate with the society and use English every day. (Hashim) 4.5.4 Using authentic and relevant resources- access to the media The Iraqi students believe it is important to assimilate into the new Australian culture, and it is important for them to have an understanding of how individuals undergo daily routines and activities.

The Iraqi learners discussed watching the news and listening to the correspondents interacting with one another was helpful in learning English as a 2nd language learner. Watching movies in English and the interaction and communication between the actors is another learning tool the Iraqi 2nd language learners have used successfully. My way was to study hard and learning new words everyday by listening to the news in English.

(Amal) There are many way I used them to overcome the language difficulty such as watching movies, listening to the news and music in English. (Hashim) 4.6 The necessity of cultural exposure and.