Relevant bibliographies by topics / English as a Lingua Franca, Intercultural Communication, ELF Transcultural Communication, Communication Strategies / Journal articles
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Journal articles on the topic 'English as a Lingua Franca, Intercultural Communication, ELF Transcultural Communication, Communication Strategies'

Author: Grafiati
Published: 11 March 2023
Last updated: 31 July 2025

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1

Nguyen, Thi Ha Uyen, Hai Thuy Nguyen, and Thi Minh Thi Ngo. "TEACHERS’ PERCEPTIONS ON ELEMENTS OF INTERCULTURAL COMMUNICATION IN HIGH SCHOOL ENGLISH TEXTBOOKS." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 8, no. 3 (2024): 315–29. https://doi.org/10.63506/jilc.0803.32.

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In the transcultural and transnational settings, intercultural communication (IC) via English as a lingua franca (ELF) has received much attention, especially in English language teaching. Consequently, English textbook designers have been aiming at integrating IC elements into textbook contents. This paper presents a critical evaluation on such elements in the currently used English textbooks at high school in Vietnam from the perspectives of high school teachers in a province of Central Vietnam. Findings reveal that teachers are generally positive about the IC-related knowledge embedded in t
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2

Steciąg, Magdalena, and Urszula Majdańska-Wachowicz. "The use of Polish and Czech as a lingua receptiva in comparison with English as a lingua franca – some remarks on multilingual modes of communication with reference to CSS and ICC." Neofilolog, no. 56/2 (June 30, 2021): 237–57. http://dx.doi.org/10.14746/n.2021.56.2.6.

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The present study aims to investigate the use of Polish and Czech as a lingua receptiva (LaRa) in comparison with English as a lingua franca (ELF) between Polish and Czech students when making semi-spontaneous dialogues. With this aim in mind, the notion of intelligibility together with communication strategies (CSs) and intercultural communicative competence (ICC) are discussed. The study is inspired by Bulatović’s et al. (2019) who investigated the effectiveness of LaRa and ELF between Croatians and Slovenes. The study investigated listening skills and showed that the mean of intelligibility
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3

Cavalheiro, Lili. "Developing Intercultural Communicative Competence in ELF Communication." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 1 (2015): 49–60. http://dx.doi.org/10.4312/elope.12.1.49-60.

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The traditional notion of English as a foreign language solely for communicating with native speakers can no longer be applied in a world that is constantly changing, hence paving the way for an alternative use of the language known as English as a lingua franca. As a result, instead of focusing only on grammatical correctness, research into language pedagogy has also come to recognize the importance of exploring bottom-up learning processes, and developing intercultural communicative competence (ICC) and more communicative-based methods. Nowadays, it is essential to acquire the knowledge, ski
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4

Alisoy, Hasan. "Intercultural Pragmatic Failures in English as a Lingua Franca: A Corpus-Based Study." Journal of Azerbaijan Language and Education Studies 2, no. 4 (2025): 18–31. https://doi.org/10.69760/jales.2025004001.

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Background: English as a Lingua Franca (ELF) refers to the use of English between speakers of different mother tongues as a common means of communication. In ELF interactions, communicative efficiency and pragmatics often take precedence over strict adherence to native-speaker norms. However, using English in intercultural settings poses pragmatic challenges – what might be intended as polite or clear in one culture can be misinterpreted in another. These intercultural pragmatic failures can lead to miscommunication or unintended rudeness. Aim: This study investigates common types of intercult
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Chanwaiwit, Panachanok, and Lynsey Mori. "FOSTERING INTERCULTURAL AND ELF AWARENESS IN BUSINESS ENGLISH STUDENTS THROUGH VIRTUAL EXCHANGE." TEFLIN Journal - A publication on the teaching and learning of English 35, no. 2 (2024): 232–47. https://doi.org/10.15639/teflinjournal.v35i2/232-247.

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This study examined the impact of a Collaborative Online International Learning (COIL) project on Thai Business English students’ awareness of intercultural communication and English as a Lingua Franca (ELF), along with their communication challenges and strategies. Data were collected through pre-post rating-scale questionnaires, open-ended questions, semi-structured interviews, and reflective journals. The study found that while the virtual exchange did not significantly affect the students’ overall intercultural and ELF awareness, it changed their attitudes toward ELF from negative to posit
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6

Fang, Fan (Gabriel). "‘Mind your Local Accent’ Does accent training resonate to college students’ English use?" Englishes in Practice 3, no. 1 (2016): 1–28. http://dx.doi.org/10.1515/eip-2016-0001.

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AbstractThe recent development of English as a lingua franca (ELF) has encouraged language policy makers and educators to view the English language and ELT from an alternative but critical perspective that challenges some language ideologies, such as standard language and linguistic imperialism. Current ELT practices seem to neglect the trend towards the development of the global status of English. In addition, ELT is still largely native-oriented and less ELF-oriented. A Chinese university is the context of this case study. From an ELF perspective, this paper addresses some ELT issues, partic
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7

Luo, Wen-Hsing. "Analysis of English Textbooks Used in Taiwan: A Perspective of English as a Lingua Franca." Sustainability 15, no. 5 (2023): 4447. http://dx.doi.org/10.3390/su15054447.

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This study examines English textbooks used in Taiwanese junior high schools (Grades 7 to 9) from the perspective of English as a lingua franca (ELF) and with regard to the national English curriculum. In this study, English textbooks that are currently used in junior high schools in Taiwan were examined based on an analysis framework featuring ELF attributes. These ELF attributes were proposed and enumerated in light of previous studies on the analysis of English textbooks and the national English curriculum. This study revealed that the examined textbooks partially reflected an ELF perspectiv
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8

Maja, Novak Lađarević. "English as a Lingua Franca (ELF): Croatian L1 Students' Perspectives." Humanities and Social Sciences Review (HSSR) 09, no. 01 (2021): 521–47. https://doi.org/10.5281/zenodo.4448218.

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The current paper presents the results of a research which aimed at establishing the attitude of Croatian L1 students towards the role of English as a global international language. In particular, the focus is to examine whether their perspectives reflect the notion of English as a Lingua Franca (ELF) by means of a three-part questionnaire designed to investigate: (a) students' attitudes towards the role of ELF as a contact language among non-native speakers ; (b) their attitudes to English pronunciation ; and (c) students' perspectives on the lexico-grammatical features of ELF. The re
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9

Luo, Wen-Hsing. "Investigating English textbooks used in Taiwanese senior high schools from an ELF perspective." Studies in English Language and Education 11, no. 1 (2024): 168–87. http://dx.doi.org/10.24815/siele.v11i1.30944.

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English textbooks are the major learning resources for Taiwanese students to gain access to the target language. This study examines the English textbooks used in senior high schools (Grade 10 to Grade 12) in Taiwan from the perspective of English as a lingua franca (ELF). To prepare students to use English for international communication, it is worthwhile to examine how English textbooks incorporate an ELF orientation. Through textbook analysis, I investigated the following questions: (1) how the English textbooks used in senior high schools in Taiwan integrate an ELF perspective, and (2) how
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10

Sifakis, Nicos. "Metacognitive and metalinguistic activities can raise ELF awareness: why and how." Journal of English as a Lingua Franca 12, no. 1 (2023): 43–66. http://dx.doi.org/10.1515/jelf-2023-2006.

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Abstract Research shows that, while exposure to English as a lingua franca (ELF) discourse and to discussion of ELF-related interactional strategies – such as rephrasing, paraphrasing and translanguaging – can help raise English language teachers’ and learners’ ELF awareness, this is often not enough nor is the value of such exposure adequately monitored. In this paper, following the principles of ELF awareness (Sifakis, Nicos. 2019. ELF awareness in English language teaching: Processes and practices. Applied Linguistics 40(2). 288–306), I suggest that raising teachers’ and learners’ awareness
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11

Sato, Kate J. M., and Birte W. Horn. "Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects." Global Research in Higher Education 4, no. 4 (2021): p73. http://dx.doi.org/10.22158/grhe.v4n4p73.

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Teachers are expected to prepare their students for life in a world that changes daily, fueled by technological progress and globalisation (Howells, 2018). In this internationalized world, English has become the lingua franca for business, science and education (Tatsioka et al., 2018). Young professionals are expected to be proficient in English and able to easily communicate with colleagues from other countries. Achieving these objectives presents challenges for teachers and students. Practical approaches to incorporating authentic communication across cultures in the English language classro
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12

Sung, Chit Cheung Matthew. "Implementing a Global Englishes component in a university English course in Hong Kong." English Today 31, no. 4 (2015): 42–49. http://dx.doi.org/10.1017/s0266078415000383.

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With the global spread of English and the emergence of different varieties of English around the world, World Englishes (WE) researchers have argued for the recognition of ‘Englishes’ in the plural and called for the need to acknowledge the diversity of English (Kachru, 1985, 1997). Apart from WE researchers who are interested in investigating nation-bound varieties of English in different parts of the world, a growing number of researchers have begun to examine the phenomenon of English as a Lingua Franca (ELF) communication, given the growth of intercultural exchanges worldwide (Jenkins, 200
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13

Sousa, Alcina, and Ana Alexandra Silva. "Introduction. World languages: People, migration and cultures - shifting paradigms in the 21st century. New literacies." Journal of Linguistic and Intercultural Education 15, no. 3 (2022): 9–16. https://doi.org/10.29302/jolie.2022.15.3.2.

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World languages: people, migration and cultures - shifting paradigms in the 21st century. New literacies emphasises theoretical-methodological frameworks describing the way linguistic systems work by drawing on users’ perspective while bearing in mind that linguistic productions and language change in natural languages operate with various extralinguistic dimensions and contexts (Baym 2015; Collins, Baynham, & Slembrouk 2009; De Meo et al. 2014). This desideratum, in the scope of a pluricentric approach (Batoréo, & Casadinho 2009, Silva et al. 2011) featured by lingua-cultural identity
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14

Ralston, Miriah. "Virtual English as a Lingua Franca: Investigating the Discourse of Digital Exchanges and Understanding Technology-Enhanced Learning." Studies in Applied Linguistics and TESOL 24, no. 1 (2024). http://dx.doi.org/10.52214/salt.v24i1.12870.

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The edited volume Virtual English as a Lingua Franca: Investigating the Discourse of Digital Exchanges and Understanding Technology-Enhanced Learning edited by Pineda and Bosso (2023) is the first book ever to be published with a focus on the study of virtual English as a lingua franca. This collection of empirical studies seeks to present a comprehensive account of the development of intercultural communication strategies through virtual English as a lingua franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed, globalized world. This work emphasizes
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15

De Bartolo, Anna Maria. "From Intercultural to Transcultural Communication: ELF in Multilingual Settings." EL.LE, no. 3 (December 13, 2023). http://dx.doi.org/10.30687/elle/2280-6792/2023/03/002.

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The study centres around the idea that English is a global lingua franca for intercultural communication among multilingual speakers. Drawing on relevant literature in the field, the paper will highlight the intercultural and transcultural nature of English used as a multilingua franca (EMF). In particular, the study will explore learners’ attitudes with the purpose to identify how learners perceive the complex relation between culture and language and the factors which may affect intercultural communication through English. The study will analyse two sample groups. The first group is composed
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16

Xia, Danni. "Teaching communication strategies in China." Applied Pragmatics 3, no. 1 (2021). http://dx.doi.org/10.1075/ap.19031.xia.

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Since English is now used as a Lingua Franca (ELF), it is important to explore how English learners may be trained to employ multiple Communication Strategies (CSs) to achieve mutual understanding, particularly in ELF contexts. This study explores which CSs were taught in recent years in China and how the teaching content is presented in domestic textbooks from an ELF perspective. Ten college English textbooks that were published in the past five years (2014–2019) were selected and evaluated based on an adapted framework of CSs. The findings revealed a notable inclination toward certain types
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17

Wang, Ying, and Jennifer Jenkins. "“Nativeness” and Intelligibility: Impacts of Intercultural Experience Through English as a Lingua Franca on Chinese Speakers’ Language Attitudes." Chinese Journal of Applied Linguistics 39, no. 1 (2016). http://dx.doi.org/10.1515/cjal-2016-0003.

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AbstractThis paper investigates the impacts of intercultural experience through English as a lingua franca (ELF) on language attitudes, with the focus on Chinese Speakers’ narratives of ELF experience in relation to their views of Englishes. The data retrieved through 769 questionnaires and 35 interviews with Chinese users of English revealed the impacts in four aspects. First, the lack of ELF experience helps to maintain the assumption that conformity to native English is necessary for interactants to understand each other. Second, ELF experience triggers the question about the exclusive conn
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18

Tomioka, Shizuko. "Challenges in Teaching English as a Lingua Franca: Japanese In-service Teachers’ Attitudes toward ELF Teaching and Classroom Realities." Global Englishes SIG Journal, October 2024, 27–38. http://dx.doi.org/10.37546/jaltsig.ge1-4.

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With the global spread of English, there are growing calls for English as a lingua franca (ELF) teaching (e.g., exposure to different varieties of English and opportunities to practice communication strategies) to help learners communicate in intercultural settings successfully. However, despite the widely acknowledged importance of ELF teaching, it is implemented only occasionally in classroom settings. While some previous research has explored challenges in ELF teaching, this study uniquely focuses on the Japanese context, which has not been fully explored yet. Therefore, this research explo
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