Thesis+11

flat Running head: //Add the first few words of your title (Anywhere from five to seven words).//

Title of your paper.

Susana López Flores

Institution

Date Note: The title page begins your thesis and should include a running head, the title of your paper, your name, institution, and date. **Abstract** Note: The abstract is on a separate page and is a 120-word summary of your thesis. That is, an abstract should include the problem, purpose, method, and findings of your research. **Advantages of Conversation Clubs to Enhance English Language Learning ** Due to the different needs when learning a language, meaningful and innovative tools are created in order to practice such foreign language communicatively. To communicate in a foreign language is to go beyond what it is taught inside the classroom. //Communicative// does not mean completing an information gap exercise or having a controlled dialogue where students are asked only to apply a repeated formula using different information (Harmer, 1982). To have real practice, Blanche (1988, 41) mentions that “language learners must be provided with opportunities to interact in an authentic and unpredictable manner”. With the increase of tools to learn a new language, innovative ways to practice have been produced. Conversation clubs are nowadays seen as a practical and fun way to learn English and some other languages as well.

Today, English learners are limited to practice ahead of what it is taught in the classroom, and are unable to achieve communicative competence (Day, 1984); the reason comes from the lack of exposure to real language. An original strategy implemented to practice a foreign language has become more popular everyday, so people are able to express themselves making the best use of what they know, and within the situations they are into (Byrne, 1991).The purpose of the research on conversation clubs is to find the advantages they provide to people who are learning English mainly. Because of the need to take the language taught outside the classroom, conversation clubs have become a frequent tool for practicing a foreign language using authentic conversations; increasing one's knowledge about culture, and promoting social interaction.

**Authentic Conversations ** **Academic language.** **Academic language differs from the language used inside conversation clubs.** Sokoloski (n.d.) states the purpose of conversation groups which is to provide a pleasant and informal setting with the objectives of learning and practicing a more conversational style of English, developing friendships and learning about cultural diversity. Conversation clubs are groups to practice a conversational style of different foreign languages by sharing ideas (Sokoloski, n.d.). Mainly learners are the ones who attend these groups due to the need of practicing authentic language outside the classroom. However, people who are not attending language classes and want to practice just for fun are allowed to attend these clubs. The importance of conversation clubs lies on having real practice of language outside the classroom and going beyond academic language.

Academic language is used inside language classrooms. //Academic language// is different from the one used in social and real interactions (Kuehn, 2003). It is different in vocabulary and structure, since academic vocabulary is “sub-technical vocabulary”, and these words are not so used in our daily life. Kuehn (2003) defines //academic language// as “the language used in textbooks, classrooms and on tests” (p. 1). Currently, there is a considerable amount of materials with teaching as a foreign language purposes which are useful for learning English; however, according to the characteristics they present, they limit students’ knowledge to develop in a foreign context. All these materials, videos, books, audio recordings, students’ and work books have become part of the teacher’s everyday planning.

Learning a language inside the language classroom is a complex process which has to be supported by a series of tools.Learning is divided as a product and as a process (Smith, 2003). Authors from the 60’s or 70’s define //learning// as a change in behavior. However, Smith mentions that it has been proved that behavior not always changes through learning. So, learning as a product is more the increase in knowledge after acquiring certain information. Learning as a process is divided at the same time into two different categories: acquisition learning which includes learning involved in parenting, and formalized learning that is the one having at school, and which as mentioned before, does not give a clear and reasonable understanding of the real world.

**Authentic language.**The use of authentic and real language, let participants be in a real context with real life conversations. One of the benefits of using authentic materials which lead to authentic language is that the limitations between the classroom and the outside world are vanished (Calpro, 2007). Likewise, one of the missions of conversation clubs is to encourage a positive attitude towards language. Encouraging a positive attitude towards language can be reached by applying methods based on real communication with the support of real-life situations (conversationclub.com, 2011). That is, that language is not used mainly for academic purposes or it does have nothing to do with language teaching inside the classroom.

By communicating, languages become available for people around the globe. The importance of learning a language started with the necessity of expressing thoughts and feelings, which was done by sounds. Time later, such sounds became words (Field, 2011). Nowadays, we communicate with others and this helps us open our minds to new cultures and lifestyles. An aspect to consider when being in touch with a foreign language is the environment surrounding the people who are interacting. Lantolf (2004) refers to the //socio-cultural theory,// //created by// Vygotsky, as the fact of being in touch with a certain environment to learn about it (1925). So, it can be said that in order to be able to use authentic language, people have to develop within an authentic setting.

The use of authentic language might encourage people to use the foreign language in a natural way, and to be more motivated to participate in conversations. The theory of these affective factors //was developed by Krashen////in1982//(McLaughing, 1987)//.// It refers to those mental blocks that do not allow learners learn a language appropriately When the filter is “down”, the learner becomes competent in language; when it is “up” the objective is not achieved. Those mental blocks up are provoked due to the lack of interest to learn a new language, the fear of making mistakes, and the interaction with participants. If the learner is motivated to use natural language by using authentic methods, his filter is down, and he becomes more able to communicate naturally. **Culture Competence ** **High and low culture.** Cultures involve special aspects which make countries distinguish one from the other. Culture is another aspect involved in language. NCLRC.org (2004) mentions that culture is understood in two different ways: high culturewhich refers to literature, art, music and philosophy; and low culturewhich refers to life styles.Culture is part of a process. Language learning comes first; then the learner appreciates culture in these both dimensions. //Culture// is “an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations” (NCLRC.org, 2004), so it becomes the identity of a specific place.

In order to have meaningful learning of the language close to a specific context, the teacher must think about ways to achieve the objective of culture plus language. There exist ways for being in touch with a variety of cultures. Knowing the foreign language is not only to know structures and words. It is expected that the learner communicates within a context (Kramsch, 2004). This is with the objective of knowing the way to be involved in different environments; either within or out of the native country. The theory of the Zone of Proximal Development (ZPD) developed by Vigotsky (Kozulin, Gindis, Ageyev, & Miller, 2003) refers to the distance between what a learner can do with assistance and what the learner is able to do by him/herself. **(image)**

One of the main reasons cultures become important when learning a language is the cultural exchange. Exchange programs let people change their perceptions about stereotypes given to people from certain countries (Nicholson, 2007). Also, exchange programs allow professionals become more competent because of the new learning acquired like teaching tools and new ways to teach. The latter will differ depending on the area studied. Likewise, the hosts receive knowledge too about traditions and life styles from the foreigners. From this point, the cultural exchange might bring benefits rather than non-benefits. Nicholson (2007) mentions that learning from a new culture makes people see things differently and have notions of how people behave and live around the world.

**Culture and language.** Moran (2001) considers that language and culture go together. Many teachers focus their classes on teaching only the main skills and subskills. However, he claims that it is important to know about how and why of culture. Thanks to conversation clubs along with exchange programs, it is possible to find native speakers who give information related to their life styles and traditions. From a considerable amount of countries, foreigners have become an essential component of these clubs in the transmission of culture. Conversation clubs are expected to integrate cultural components, due to the need of knowing how language is transmitted in different contexts. In this way, people learn //culture,// in a dynamic way. Consequently, people develop a wider perspective of the world.

When learning a language, situations where culture is involved becomes part of the process. Kramsch (2004) takes into consideration //role plays// which are an appropriate strategy to involve language and culture; however, when preparing such activities, students do not use new contexts, but they use the forms of language they know best. As said before, when learners do not evolve outside the classroom, they use a limited number of words that are related to academic events. Language depends on the context set inside the classroom (Kramsch, 2004). It can be inferred then, that if students know different life styles, they will be able to use different situations to communicate. Thus, they can reach communicative competence outside of the place they are learning the foreign language.

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">Culture and language are considered as an integral part rather than as unrelated ideas. Amin (2011) presents a case study called //Impact of the Target Culture on Foreign Language Learning// where he mentions that culture not only affects language, but also affects the attitude of the learner towards it. This author cites Citron (1995) saying that “learning new languages opens students' minds to the ways of other peoples and increases the opportunities for cross-cultural understanding”. The findings in the case study were those where the student observed demonstrated a high knowledge in a test that evaluates communicative competence, likewise during some observations, he showed to be competent in the different skills of the foreign language. It was achieved by using authentic material, which involves real environments.

**<span style="font-family: Arial,sans-serif; font-size: 12px;">Promoting Social Interaction **

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">**Creating relations between participants. Conversation** **clubs allow participants know new people.**Conversation clubs are a way to develop friendships between people attending the club (Sokoloski, n.d.). This is seen as an opportunity to know people from around the world, because of the facility schools have to integrate foreign students, who at the same time involve inside the society and start attending public conversation clubs, not only inside the school. Also, this is the appropriate opportunity to know people who share the same interests and which can be transmitted in the foreign language. Conversation clubs can start somehow affective and professional contacts with different people. Having professional contact with people from different areas, the doors are opened to new experiences and work opportunities.

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">To achieve real communication and establish personal and professional relations, interacting with others becomes fundamental. Either with just one person or more than two people, communication is basic to express and share ideas. In conversation clubs participants must be able to choose with who they can talk, as long as they feel comfortable and their level of languages fit. As cognitive processes have different levels to learn languages, it is a fact that either working with someone of the same level or not, communication is going to be useful and worth it. A case study done by Richards & Lockhart (2008) demonstrates that it is better to work with people of the same level of knowledge of the foreign language.

//<span style="font-family: Arial,sans-serif; font-size: 12px;">Communication is achieved when feeling comfortable with the language used. // <span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">The study mentioned consisted on three pairing arrangements: a less able student of language working with a more fluent student, a less able student with the teacher, and a less able student with a student of the same level. The results demonstrated that students of the same level worked better due to the support they have with each other. Students’ behaviors were recorded and observed, during the process they helped each other with vocabulary and pronunciation, and they were taking turns to talk, so they talked a similar amount of language. In contrast, when the less able student worked with a fluent student or with the teacher, it was observed that they did not participate enough.

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">**Leadership.**An aspect to consider when having conversation clubs is the way it is managed. Personalities influence the development of language learning(Howatt, 1997). So, leaders of conversation clubs need a correct attitude to encourage participants to practice a foreign language. Leaders must have initiative, demonstrate security, be polite to people, and show interest towards language. He also emphasizes the importance of having a native speaker as a source, due to the facility to communicate and adapt the target language. Native speakers give emphasis to spoken language to communicate, used in order to have a balance among language itself, the environment and communication. Here it is needed a new thinking about leadership and linguistics as an integral part of interaction.

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">Leaders are commonly a tool to start the interaction between participants inside conversation clubs. Winston & Patterson (2006) define a //leader// as a person who influences a group of people in order to achieve a common objective enthusiastically. When working in groups within conversation clubs, the personalities of the members might differ. How can conversation clubs present leaders? Due to the different personalities presented, some people might be shy and some others might have those characteristics of an outgoing person. “Leadership is the capacity to release and engage human potential in the pursuit of common cause” (Moore and Diamond, 2000). For this reason, a leader is not only a situational role, but a characteristic already given to some people.

<span style="display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: justify;">The role of a leader is composed by some dimensions. Moore and Diamond (2000) state the dimensions that a leader must have, which are: to have a purpose in mind that is pretended to be achieved, to encourage people to act and participate, and to perform it within relationships, since it is not carried out in individuals. These characteristics are rescued, since leaders in conversations clubs are considered to perform their role in an informal environment, which is totally different from others like enterprises. If the leader has such characteristics already mentioned, it is going to be a fact, that communication is going to be reached due to the enthusiasm had.


 * Research Questions**

Nowadays, conversation clubs have become a tool for those learners of a foreign language promoting the use of real language outside the English classroom. Moreover, the interaction carried out in an informal environment set in conversation clubs let participants know more about different cultures around the world.

**Method (Approx. 500 words)** **Participants**
 * 1) Which aspects of conversation clubs promote authentic language?
 * 2) How do participants learn about culture in conversation clubs?
 * 3) In which ways participants interact in a real environment?

The participants are people attending the conversation club called Mēxihco Babel. Mēxihco Babel is a group whose objective is to promote the intercultural exchange and the practice of languages among people from around the world. Also, it is pretended to have the chance to interact and meet new people who share common ideas. People who attend the place have different backgrounds. Engineers, graduate students, undergraduate students, employees, among others can be found within the group. People are allowed to talk in different languages: English, French, Italian, German, and Japanese, among others. Some of the people attending the group have already studied a language or they are currently studying it.
 * Instruments**

One of the instruments used will be a questionnaire applied to the participants in Mēxihco Babel on March 15th. The questionnaire is focused on the background of the participants regarding language learning, as well as how the language learned influences the participation in conversations within Mēxihco Babel. It is pretended for another session, to have a focus group where the information elicited will have to do with the questionnaire previously applied, but rather than being formal and structured, the focus group will be a little bit informal and semi-structured. Finally, for the last session attended, three different people will be selected in order to obtain more information regarding conversation clubs.
 * Procedure / Research Design**

The procedure followed will be to apply three different instruments. Every instrument will be applied in three different sessions of Babel. The first is a questionnaire that is going to be applied on March 15th. It is pretended to have at least 20 questionnaires answered from the participants. After collecting the data from the questionnaires, the answers will be analyzed and classified. After analyzing the data obtained from the questionnaires, it will be planned a focus group. The focus group will be semi-structured and it will be on March 29th. After having the focus group, all the information obtained will be analyzed together, so then the last instrument can be applied. The last instrument will not necessarily be applied in Babel, since they will be semi-structured interviews. Three different members will be selected and they will be asked for a meeting so the interview can be carried out.

Due to the instruments and the way they will be applied, the methodology carried out will be the //heuristic inquiry//. This type of research is based on the experience of the writer of the research paper. It is required the researcher to be aware of all the things that happen in the place the research is done, to appreciate and experience the environment in which she is involved. **Results and Discussion** The results are the findings of your research. The discussion is your conclusion of your findings. Make sure you have a good mix between results and discussion – not too much of one while sacrificing the other. Provide visuals when doing so makes it easier to understand the data (e.g., graphs, tables, etc.). **References**
 * Amin, M. (2011). Impact of the Target Culture on FLL. Cross Cultural Comunication, 7 (1), 43-52.
 * Blanche, P. (1988). Taking Second Language Learners Beyond the Classroom: Gathering Natural Speech Samples. Met, 16, 41-43.
 * Byrne, D. (1991). Teaching Oral English, //The Production Stage// (pp. 74-76). UK: Longman.
 * Conversationclub (2011). //Welcome to the Conversation Club//. Retrieved on November 2nd from [].
 * Day, R. (1984). Student Participation in the ESL Classroom or Some Imperfections in Practice. Language Learning: A Journal of Applied Linguistics, 34, 69-73.
 * Field, D. (2011). The Importance of Language Learning. Retrieved on November 17 from []
 * Harmer, J. (1982). What is Communicative?. ELT Journal, 36, 164-167.
 * Howatt, T. (1997). Talking Shop: Transformation and Change in ELT. ELT Journal, 51(3), 263-268.
 * Ianiro, S. (2007). Authentic Materials. Professional Development. Retrieved from []
 * Kozulin, A., Gindis, B., Ageyev, & V., Miller, S. (2003). //Vygotsky’s educational theory and practice in cultural context.// Cambridge: Cambridge University Press.
 * Kramsch, C. (2004). Context and Culture in Language Teaching. UK: Oxford University Press.
 * Kuehn, P. (2003). What is Academic Language?. Retrieved on November 17th from []
 * Lantolf, J. (2004). Sociocultural Theory and Second Language Learning. UK: Oxford University Press.
 * McLaughing, B. (1987). //Theories of Second Language Learning.// United Kingdom.
 * Moore, M. & Diamond, M. (2000). Academic Leadership: Turning Vision into Reality. The Ernst & Young Foundation, 2-11.
 * Moran, P. (2001). //Teaching Culture: Perspectives in Practice//. Canada: Heinle & Heinle.
 * NCRLC.com (2004). The essentials of language teaching: Teaching culture. Retrieved on November 17th from []
 * Nicholson, J. (2007). Cultural Exchange. Appalachian Today, 15 (2), 11-13. Retrieved from []
 * Richards, J. & Lockhart, C. (2008). //Reflective Teaching in Second Language Classrooms//. New York, NY: Cambridge University Press, 157-160.
 * Smith, M. (2003). Learning Theory. Retrieved on November 17 from []
 * Sokoloski, M. (n.d). Conversation Club Manual. University of Arkansas.
 * Winston, B. & Patterson, K. (2006). An Integrative Definition of Leadership. International Journal of Leadership Studies, 1, pp 6-66.

**Appendix A**

**Appendix B**

**​Feedback** Let's look at an example: //To achieve these objectives,//
 * When you cite, focus more on the concepts and less on the author or source. For example, instead of saying, //NCLRC.org (2004) refers to culture as “an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations//, say //Culture is “an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations” (NCLRC.org, 2004).// ​Using phrases like, //according to…//sparingly. (March 11, 2012) -Benjamin
 * You tend to overuse the word important. Try to avoid using phrases like It is important, it is vital, it is essential, etc. And here is why.

//it is important to manage conversation clubs properly.//

//​//​If we remove //To achieve these objectives…//, we are left with//it is important to manage conversation clubs properly.////What, how, when, where// or //with whom// does managing conversation clubs properly become important. Answering at least one of these question words will help develop a more substantive sentence. For example, //Managing conversation clubs requires special leadership skills when learning an additional language.// Notice that I've avoided the word //important// and I avoided the verb //to be.// Check your entire document for thesetypes of sentences: It is important, it is essential, etc. If you have a question about how to reword a sentence, let me know.


 * You have the following three sections (level II headings) in your literature review: importance of language learning, language learning theories, and advantages. Think about the logical order in which you are presenting these three sections. Also, what do you mean by advantages? Consider changing the advantages heading more specific. Make sure these three sections relate to your problem statement and your research questions.