English as a foreign language lecturers’ language power bases in the high context culture of Toraja

Markus Deli Girik Allo, Nilma Taula’bi’, Elim Trika Sudarsi
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Abstract

This study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area.
托拉贾高语境文化中英语作为外语讲师的语言权力基础
本研究概述了 Toraja 高语境文化中英语作为外语(EFL)讲师的语言权力基础。作者采用了案例研究设计的定性研究方法。作者采用了目的取样法,研究对象是三位 EFL 讲师。作者通过视频观察和访谈获得数据。采用的数据分析技术是转录和编码。研究发现,在 Toraja 高语境文化中,讲师的行为和交流策略与五种权力基础--参考权力、强制权力、奖励权力、合法权力和专家权力--相关联,这在 Toraja 学习者中是一种常见的文化习俗。当讲师能够根据共同的文化规范与学习者建立联系时,推荐权力就会显现出来。当讲师利用内疚感向不愿做课堂发言的学员施压时,就体现出了强制力。奖励权力的特点是,讲师向遵守要求的学员提供奖励。当讲师严格控制课堂时,就会出现合法权力。此外,当讲师分享他们的知识和专业技能以弥补学习领域的不足时,就会出现专家权力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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