To see the other types of publications on this topic, follow the link: English as a Lingua Franca.
Dissertations / Theses on the topic 'English as a Lingua Franca'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'English as a Lingua Franca.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.
Full textAbstract:
Though a popular and somewhat controversial topic in discussions
on language in IB, the notion of English as a (business) lingua franca/(B)ELF
still lacks clear conceptualisation. This paper argues that research in IB and
linguistics can be mutually complementary and supportive in conceptualising
BELF, and that it is important to separate the concept of BELF from that of
a common corporate language. The paper synthesises key works from both
disciplines to conceptualise BELF as an emergent, multilingual use of English
that adapts to the demands and resources of the specific context. It further
argues that Wenger's concept of Communities of Practice offers a useful bridge
between the disciplines, and that there is a need for more empirical research.
2
Leuckert, Sven. "Copula Deletion in English as a Lingua Franca in Asia." Martin-Luther-Universität Halle-Wittenberg, Institut für Anglistik und Amerikanistik, 2016. https://tud.qucosa.de/id/qucosa%3A34476.
Full textAbstract:
Non-standard features such as copula deletion have long been dismissed as learner errors or were interpreted as results of simplification processes in English as a Lingua Franca (ELF), and only recent publications tend to acknowledge the influence of language contact in ELF settings (cf. Schneider 2012). The present paper analyses tokens of copula deletion in the Asian Corpus of English (ACE 2014) with respect to speaker L1s, situational context and syntactic environment, with our results suggesting a correlation between copula usage patterns in the speakers’ L1s and constructions involving copula deletion found in ACE. Thus, opening up the field to ELF settings, our data confirm findings of previous studies such as Sharma (2009) that point to contact-induced copula usage in non-standard English(es).
3
Mastrolilli, Maria Vittoria <1993>. "THE RISE OF ENGLISH AS A LINGUA FRANCA IN ESTONIA." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11848.
Full textAbstract:
A considerable amount of literature has been published on the spread of English and the use of this language in states where the first language is not English. The following dissertation will provide an overview of the rise and role of English as a lingua franca in the Baltic States, more specifically in Estonia in Tartu University where my research was carried out. It begins with a general description of the use of English in Europe as a lingua franca, then, in the second section, a focus on the use of English in Estonia and its historical background is provided. Subsequently, the thesis analyses the role of English in Estonian Higher Education and finally the last chapter reports the main findings of my case-study which was conducted through an online questionnaire of 20 questions delivered to 40 students attending Tartu University. The results of this research indicated an increasing use of the English language, especially among younger generations, and a simultaneous refusal of Russian, the previous lingua franca of this country. In particular, the current study found that attitudes towards the use of the English language in the fields of communication, especially the virtual one, and in the University are positive, demonstrating the crucial role of English in these contexts.
4
Batziakas, Vasileios. "Investigating meaning-making in English as a Lingua Franca (ELF)." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/investigating-meaningmaking-in-english-as-a-lingua-franca-elf(56515d17-1a38-428c-a101-72dfbf33ecf0).html.
Full textAbstract:
This PhD research study looks at meaning-making practices in interactions of English as a Lingua Franca (ELF). In particular, two research questions are investigated: Which wordings and features of discourse are characteristic of interactions in contexts where English is used as a lingua franca, and how do they contribute to meaning-making? To what extent do successful ELF interactions require competencies, skills and practices which are additional to those already described in the literature, and how can they best be described and accounted for? The data comprised naturally occurring spoken discourse from international students who were holding meetings in order to establish an international student society at the University London, and were analysed qualitatively drawing eclectically on the analytic traditions of ethnography and conversation analysis. In the first analytical chapter, it was found that the students were making specific meaning through translanguaging, and this contributed to the achievement of the pragmatic functions ‘filling in a lexical gap’ and ‘using some more precise lexis’. In the second chapter, it was shown that the students were again translanguaging setting out to be polite by achieving the pragmatic functions ‘displaying discursive sensitivity through avoiding profanity in English’ and ‘increasing politeness through showing awareness of the interlocutor’s linguistic background’. In the third analytical chapter, it was yielded that the students negotiated the meaning of culturally contested expressions, and thus the functions ‘refining the culturally contested elements of an expression’ and ‘replacing a culturally contested expression altogether’ were achieved. Finally, in the fourth analytical chapter, what was argued was that there were instances in which the students were attempting to manage the relational and build rapport with their interlocutors with word play through the functions ‘making an idiomatic expression more relevant to the rest of the in-group’ and ‘making an idiomatic expression more relevant to a wider audience’. Subsequently, the implications of the findings were discussed from the perspective of their significance regarding revising communicative competence and related models of competence, reconceptualising language functions and social semiotics, and reappraising the practice of translanguaging in superdiverse contexts. Finally, it was shown that these findings could be pedagogically useful for English language planning and policy from the particular perspective of curriculum and syllabus design, coursebooks and materials development, teaching approaches and methods, and testing and assessment.
5
Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.
Full textAbstract:
Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
6
Kurtak-McDonald, Leilani Faye Louise. "World Englishes, English as a Lingua Franca, and the Pedagogical Implications for TESOL." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321787.
Full text
7
Pontello, Matteo <1996>. "English as a Lingua Franca and the implications of ELF for English teachers in Italy." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17747.
Full textAbstract:
I recenti fenomeni della globalizzazione e digitalizzazione hanno fatto proliferare la lingua inglese in ogni settore sociale del mondo e in molti paesi del pianeta. La lingua inglese, dopo essere proliferata nel mondo, è stata assimilata e appropriata da molti paesi e da molti sistemi linguistici sulla terra e questa rapida e pervasiva proliferazione linguistica ha portato alla nascita di un nuovo fenomeno linguistico: la comparsa di diversi ‘Inglesi del mondo’. In seguito, i parlati di diversi inglesi del mondo hanno iniziato ad usare l’inglese come una lingua franca e questo ha provocato molte sfide all’interno dell’insegnamento della lingua inglese, sia in Italia che nel resto del mondo, dove solo l’inglese standard sembra essere il punto di riferimento della didattica degli insegnanti. Per questo motivo un questionario di ricerca è stato indirizzato agli insegnanti di inglese delle scuole di primo e di secondo grado della Regione Veneto. La ricerca ha voluto scoprire se gli insegnanti siano consapevoli delle nuove sfide che l’insegnamento della lingua inglese deve affrontare oggi per quanto riguarda la comparsa di nuovi inglesi del mondo e di un inglese usato come lingua franca. La ricerca ha contribuito a creare una panoramica della situazione dell’insegnamento dell’ELF nelle classi italiane e a scoprire cosa gli insegnanti pensino dell’insegnamento dell’ELF e quali strategie adotterebbero in questi ambienti per permettere agli studenti di affrontare l’ELF nel loro futuro.
8
Kaur, Jagdish. "The co-construction of understanding in English as a lingua franca." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507422.
Full text
9
Randén, Petra. "Business English as a Lingua Franca - BELF in the Swedish Pharmaceutical Sector : A study of the needs of the Business English speakers when used as a Lingua Franca." Thesis, Stockholms universitet, Engelska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-79558.
Full textAbstract:
Abstract Multinational corporations operating in Sweden often use English as their official corporate language. The employees are expected to communicate using English both internally and with external business contacts. English used for communication between people with different mother tongues is commonly referred to as ELF, English as a Lingua Franca, and when used in business contexts it is referred to as BELF, Business English as a Lingua Franca. This study was conducted to explore how BELF is used in the pharmaceutical sector in Sweden and what elements of BELF are challenging or necessary for successful communication. In the study five informants were interviewed about their experiences. The study showed that the informants use BELF for all types of communication and are comfortable with English as a lingua franca yet often switch over to Swedish if there are only Swedish speakers present. It was also found that clear, somewhat simplified English with focus on content and getting business done was preferred over grammatically correct and native sounding English. The respondents viewed an industry specific vocabulary as highly important bordering to a pre-requisite. The findings of this study support previous research in the field indicating that there is little difference when it comes to BELF for the pharmaceutical industry compared to other industries.
10
Ceccarini, Chiara. "English as a Lingua Franca, multilinguismo e traduzione nel contesto istituzionale UE." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18410/.
Full textAbstract:
L’elaborato verte sulla traduzione istituzionale in contesti in cui l’inglese viene utilizzato come lingua franca e, partendo da una base teorica, si propone di analizzare un piccolo corpus di conferenze tramite le quali la BCE è solita a comunicare ai media le proprie decisioni in materia di politica monetaria. Da un’analisi del discorso di tipo qualitativo dei testi emergono caratteristiche lessico-grammaticali e strategie pragmatiche comuni in contesti ELF (English as a Lingua Franca); fra queste viene approfondito il processo di negoziazione di significato dell’espressione «through the summer of 2019».
La tesi si articola in cinque capitoli, tre teorici e un case-study distribuito su due capitoli. Il primo capitolo descrive l’istituzione presa in esame e introduce alcuni temi che emergeranno nei capitoli 4 e 5. Il secondo capitolo si focalizza sull’ELF e partendo dalle origini del termine lingua franca delinea il campo di ricerca e illustra alcuni concetti chiave. Il terzo capitolo tratta di multilinguismo, traduzione ed ELF nelle istituzioni europee e funge da trait-d'union fra i capitoli precedenti e quelli successivi. Il quarto capitolo prende in esame una serie di conferenze stampa della BCE al fine di studiare la comunità ELF oggetto del presente elaborato. Il quinto capitolo illustra gli sviluppi del caso traduttivo a cui ha dato origine la frase «through the summer of 2019»; in particolare, presenta le risorse che sono state utilizzate per risalire alle ragioni che probabilmente hanno portato la BCE a modificare alcune versioni multilingue.
11
Zacco, Leila. "Multilingualism and the role of English as a lingua franca in India." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
Find full textAbstract:
India is one of the world’s most linguistically diverse nations. Along with the enormous variety of indigenous languages spoken throughout the country, the English language holds a special status in India as a result of the British colonisation. Besides, English has now attained the position of a global language and because of the great linguistic diversity found in India it acts as an indispensable ‘link’ language. In this dissertation I seek to trace the history of the English language in India, from its role in administration and education during the colonial period to the policies that allowed it to maintain its standing in post-independence India, with an overview of the present-day language situation. I am also going to analyse the phonological, syntactical, morphological and lexical features of Indian English, with a focus on code-switching practices between English and Indian native languages. Finally, I am going to discuss the current status of the English language within Indian society: being learned as a second language by most of the population, it is used in a wide range of domains and it functions as a lingua franca throughout the country. In addition, I will try to stress the importance of an education system that values multilingualism as an asset and fosters the teaching of the vernaculars, in order to preserve India’s linguistic and cultural diversity.
12
Vilar, Beltrán Elina. "Pragmatics in English as a lingua franca. An analysis of request modifiers." Doctoral thesis, Universitat Jaume I, 2008. http://hdl.handle.net/10803/669151.
Full textAbstract:
This PhD dissertation aims at contributing to the body of research in English as a Lingua Franca regarding pragmatic awareness and production by, (a) examining how 104 English non-native speakers' awareness of pragmatic and grammatical infelicities and grammatical and pragmatic production of request acts and request act modifiers is affected by proficiency level; and, (b) comparing how awareness of pragmatic and grammatical infelicities and grammatical and pragmatic production of request acts and request act modifiers is affected by different lengths of stay abroad.
According to our results, we may state that both proficiency level and length of stay abroad have effects on the awareness and production of appropriate and correct request acts and request act modifiers. Regarding proficiency, it seems that advanced participants in our study performed better at assessing pragmatic and grammatical failure than intermediate participants. Advanced participants also performed better at producing accurate and appropriate requests and request act modifiers than the intermediate ones. With regards to length of stay abroad, our findings indicate that the first 6 months of the stay abroad were decisive in developing an awareness of pragmatic infelicities, compared to longer periods of time in the target language country. However, no statistically significant differences were observed with regards to length of stay and accurate evaluation or request acts. The results also suggested that all learners in the study abroad context increased their pragmatic repertoire of internal and external modifiers at later stages of their stay in the UK and thus we could come to the conclusion that exposure to authentic language use is a crucial element in the language learning process.
13
Gundermann, Susanne [Verfasser], and Christian [Akademischer Betreuer] Mair. "English-medium instruction: modelling the role of the native speaker in a lingua franca context = Englischsprachige Hochschullehre: Die Rolle des Native Speakers im Lingua-Franca-Kontext." Freiburg : Universität, 2014. http://d-nb.info/1122646798/34.
Full text
14
Siegal, Aki. "Longitudinal development of word search sequences in English as a lingua franca interaction." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3227.
Full textAbstract:
This study investigates the longitudinal development of L2 English speakers’ use of word search sequences. Word search sequences are moments in talk when a speaker displays difficulty finding the appropriate linguistic item to convey the message that could be understood by the interlocutor. Word search sequences are the target object of this study due to their importance in achieving intersubjectivity in L2 interactions and progressing the conversation (Chiarenza, 2010; Kim, 2009; Kurhila, 2006). Despite its crucial role in interaction, little research has investigated how word search sequences are co-constructed and the interlocutors’ influence on the L2 speaker’s word search sequences in English as a lingua franca (ELF) interactions, where speakers do not share the same L1. Moreover, the development of the speakers and the changes of the use of word search sequences that occur over time in ELF interactions have not been documented. Core participants were four female Japanese L2 speakers of English engaged in ELF interactions with 32 different students from 10 different countries at an international university dormitory in Japan. Video recordings across 22 months were collected, starting from the early stages of joining an ELF environment for their first time. Approximately 37 hours of video conversations were transcribed and analyzed using Conversation Analysis (CA) as the main method of analysis. Initial analyses highlighted features of word search sequences in ELF interactions. The Japanese participants demonstrated (a) strong preference towards self-repair of self-initiated word searches even in ELF interactions through the use of candidate words, code-switching, semantic contiguity, gestures, and dictionary and (b) unique methods of initiating word searches using code-switching or what-endings. Furthermore, (c) the partners displayed a wider variety of responses towards the word search sequences than in L1-L2 interactions. ii The longitudinal and quantitative CA analysis demonstrated that (a) there are large individual differences in the changes of word search sequence patterns, (b) participants display changes in their word search sequences as an adaptation to their interactional partner, and (c) the interactional partners displayed less other-correction to the word search sequences as time progressed. Findings suggests that language development is neither linear nor an individual activity, but displays characteristics of a Complex Adaptive System (N. C. Ellis & Larsen- Freeman, 2009b; Seedhouse, 2010b) where non-linear adaptation is mutually accomplished between the interlocutors. This study advocates the need for a more holistic view of language development, which could lead to new avenues for language learning and applied linguistic research.
15
Dewey, Martin. "English as a lingua franca : an empirical study of innovation in lexis and grammar." Thesis, King's College London (University of London), 2007. https://kclpure.kcl.ac.uk/portal/en/theses/english-as-a-lingua-franca(4d9a33c1-967a-4379-8d99-dd7ee4c37299).html.
Full textAbstract:
This thesis deals with the spread of English internationally, and presents specifically a discussion on the use of English as a lingua franca (ELF). The research project has involved the collection and analysis of a corpus of exclusively non-native speaker - non-native speaker spoken interactions. The main aim of the research has been to provide systematic descriptions of innovative linguistic features in such interactions, with the view to analysing emerging patterns of the use of linguistic resources by speakers for whom English is not their first language. My discussion reviews the growing body of ELF literature, including existing and ongoing corpus-based projects in phonology, pragmatics and lexicogrammar. The data gathered in this research project contributes to our growing understanding of the diversification of English in the world. The findings of this research contribute specifically to descriptions of the ways in which the lexical and grammatical resources of English are being employed in ELF settings. The theoretical and empirical insights gained in this research are discussed with reference to the contemporary context of globalisation, and to the historical context of the development of English diachronically. A further focus of the discussion is on the pedagogical implications of the findings for English language teaching and language teacher education.
16
Salakhyan, Elena [Verfasser], and Kurt [Akademischer Betreuer] Kohn. "Eastern European Manifestations of English as a Lingua Franca / Elena Salakhyan ; Betreuer: Kurt Kohn." Tübingen : Universitätsbibliothek Tübingen, 2014. http://d-nb.info/1161944168/34.
Full text
17
Salakhyan, Elena [Verfasser], and Kurt [Akademischer Betreuer] Kohn. "Eastern European manifestations of English as a Lingua Franca / Elena Salakhyan ; Betreuer: Kurt Kohn." Mannheim : Universitätsbibliothek Mannheim, 2020. http://d-nb.info/121459347X/34.
Full text
18
PAOLA, ALYNE LEITE DE OLIVEIRA DE. "SERVICE ENCOUNTERS IN ENGLISH AS LINGUA FRANCA USAGE CONTEXT: OVERLAPS AS STRATEGIES OF SOLIDARITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16350@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREstudos de comunicação intercultural têm, em geral, como foco os desentendimentos e insucessos nesse tipo de interação. Neste trabalho, pretendese investigar os esforços dos participantes de um encontro de serviço que usam o inglês como língua franca para serem bem sucedidos. O foco do estudo é o uso das sobreposições, tratadas sob o viés da Análise da Conversa Etnometodológica. Apesar de as sobreposições poderem funcionar como um mecanismo de tomada de turno, seguido geralmente pela tomada do piso conversacional, o uso das sobreposições, nas interações analisadas, se mostrou orientado por um esforço dos participantes de se entenderem, como nos casos em que elas ocorreram em lugares não relevantes para a transição de turnos. Assim, como apontam os resultados, as sobreposições, em sua grande maioria, têm como função sinalizar solidariedade, beneficiando a interação e, consequentemente, a solução dos problemas/ questões que orientam a ação tanto do cliente quanto do atendente.
Studies in intercultural communication have, in general, focused on misunderstandings and failure in this type of interaction. In this work, it is intended to investigate the participants’ efforts to be successful in a service encounter that has English as a lingua franca. The focus of this study is the use of overlaps, dealt under the theory of the Conversation Analysis. Although the overlaps can function as a mechanism of turn taking, usually followed by the taking of the conversational floor, the use of overlaps, in the data analyzed, has shown that the participants are oriented to an understanding, as it can be seen when they happen in a non-relevant transitional place. Therefore, as the results indicate, the overlaps, in the majority of the cases, function to signal solidarity, benefiting the interaction and, consequently, the solution of the problems which orient the action of the client and the attendant.
19
Scott, Linda. "English lingua franca in the South African tertiary classroom: recognising the value of diversity." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98075.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Globalisation has led to the use of English lingua franca (ELF) in many international classrooms and in the majority of the South African tertiary education institutions. The South African situation and use of ELF is grounded in the historic developments of the country and an understanding that it is an international requirement for individuals to have access to English language skills to enable them to realise their potential and participate fully within South African society (CHE, 2002:4). While the development of the previously neglected field of African languages as scientific and academic languages remains a priority, examining the use of ELF in the South African tertiary classroom is essential; therefore, this study explores the use of ELF in the South African tertiary education classroom to understand the role of linguistic diversity in the learning environment. Particular attention is directed to the linguistic repertoires of students, their codeswitching behaviour and instances of miscommunication. The study was conducted at a university of technology and participants were observed during group work sessions, which culminated in a formal assessment. Questionnaires were also utilised to gain further data for analysis. Findings indicate that the role of English as a global economic language should not be underestimated. However, the promotion of multilingualism is advocated and attention should be given to not only the promulgation of language policies, but also their implementation. Furthermore, flexibility in language should be encouraged, with a move away from the traditional use of one language for teaching and learning to a translanguaging classroom and an assessment environment, which brings to the forefront the benefits of translanguaging, where one language is used to reinforce and increase understanding in the other languages (Garcia & Wei, 2014:64). This will assist students to reach their full potential in the tertiary education environment.
AFRIKAANSE OPSOMMING: Globalisasie het gelei tot die gebruik van Engelse lingua franca (ELF) in baie internasionale klaskamers, sowel as in die meerderheid van Suid-Afrika se tersiêre onderwysinsitute. Die Suid-Afrikaanse situasie en die gebruik van ELF is gegrond op die historiese ontwikkelings in die land. Elke student moet, om sy volle potensiaal te ontwikkel en volkome deel te wees van die Suid-Afrikaanse gemeenskap, Engels taalvaardig wees, wat in elk geval 'n internasionale vereiste is (CHE, 2002:4). Terwyl die ontwikkeling van Afrika-tale (wat voorheen nie so baie aandag gekry het nie) as 'n wetenskap- en akademiese taal steeds die voorkeur geniet, moet die ondersoek in die gebruik van ELF in die Suid Afrikaanse klaskamers gesien word as ʼn uiters belangrike onderwerp. Hierdie navorsing ondersoek die gebruik van ELF in die Suid-Afrikaanse tersiêre klaskamer. Die doel is dan om die rol van linguistieke diversiteit in die leeromgewing, naamlik die klaskamer, na te vors. Spesifieke aandag is gegee aan die studente se linguistieke vaardighede, kodewisseling en kommunikasiebreuke. Hierdie navorsing is gedoen by 'n universiteit van tegnologie en deelnemers is waargeneem tydens groepwerksessies. Die waarnemings is ten slotte saamgevat in 'n formele assessering. Vraelyste is ook gebruik om inligting te verkry vir verdere ontleding. Bevindings het bewys dat die rol van Engels as ʼn globale ekonomiese taal nie onderskat moet word nie. Alhoewel die bevordering van veeltaligheid bepleit word, moet aandag nie net gegee word aan die teorie van taalbeleide nie, maar ook aan die uitvoering hiervan. Buigsaamheid moet verder in taalonderrig aangemoedig word deur weg te beweeg van die tradisionele gebruik van slegs een taal vir onderrig en leer. Daar behoort dus meer as een taal in die klaskamer en op assesseringsgebiede gebruik te word; dit sal lei tot die versterking en beter verstandhouding tussen tale (Garcia & Wei, 2014:64). Dit sal leerders ondersteun om hulle volle potensiaal te bereik in ʼn tersiêre onderwys-omgewing.
20
Amukena, Nyqvist Sisiwe. "English as a Lingua Franca in Namibia: : Teachers’ Attitudes Towards English as a Medium of Instruction in Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23202.
Full textAbstract:
This study aims to investigate Namibian teachers’ attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.
21
Chiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
Full textAbstract:
As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
22
Ngampramuan, Wipapan. "English as a lingua franca in Thailand : a case study of English used on signs in tourist domains." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33989/.
Full textAbstract:
English has been used around Thailand for wider communication between Thai and non-Thai speakers. This thesis focuses on the use of English for communication on signs in tourist domains across Thailand. The research aims to, first, analyse the main characteristics of English used in Thailand, so-called Thai English, and, second, find out to what extent Thai English is intelligible to non-Thai speakers. The study was drawn from 1,828 photos of Thai English signs. The signs were first categorised based on grammatical features and lexico-semantic features. Then, 30 signs were selected to make an online questionnaire about the intelligibility of Thai English. They were divided into three levels, namely Level 1: no errors (but socio-culturally unintelligible), Level 2: minor errors, and Level 3: major errors. The questionnaire was done by 456 international and 810 Thai participants. Then 51 in-depth interviews were conducted. The findings showed that signs with Thai English could be fairly understood when they contained no errors (Level 1) or minor errors (Level 2). However, when signs contained major errors (Level 3), neither native nor non-native speakers of English could understand the intended meanings. The key factors contributing to the intelligibility of Thai English were non/native English speaking background and English proficiency of the participants. The research found that native speakers could understand Thai English better than non-native speakers because the former could negotiate the meanings of the Thai English messages better than the latter. Non-native speakers with higher English proficiency could also understand Thai English better than those with lower English proficiency. Finally, the research found that international participants tended to pay more attention to meaning than to form. If they could grasp the meaning of the message, albeit grammatically incorrect, they would still consider the error not serious. Conversely, Thai participants appeared to be pedantic about grammar and would consider the items with grammatical errors more serious than those with lexico-semantic errors. Thai participants accepted that the research into Thai English helped to raise their awareness of using English in everyday life while international participants revealed that this research helped to make them understand the use of English as a lingua franca in Thailand better.
23
Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.
Full textAbstract:
This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.
24
Lopez, Jaramillo Maria Gabriela. "ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.
Full textAbstract:
This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English. Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability? The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
25
Pernão, Anabela Fé Fonseca. "Portuguese english: is it possible? analyzing the emergence of an english variety in Portugal." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/15724.
Full textAbstract:
O objectivo desta dissertação é analisar e alcançar determinadas conclusões
acerca do Inglês falado em Portugal e como a Língua Portuguesa pode influenciar este
último ou não. Os dados serão recolhidos através de pesquisa teórica e investigação de
campo baseados em abordagens quantitativas e qualitativas (questionário e entrevista)
aplicados a alunos universitários de várias licenciaturas na Universidade de Évora. O
principal objectivo é compreender as atitudes que os estudantes portugueses têm
relativamente ao Inglês que utilizam, o nível de proficiência que gostariam de atingir e
como vêem estes estudantes uma possível influência da Língua Portuguesa, assim como
o aparecimento de uma variante inglesa com características do Português (Portuguese
English); ABSTRACT:The purpose of this dissertation is to analyse and draw some conclusions about
the English used in Portugal and how the Portuguese language can influence it. Data are
collected through theoretical research and fieldwork based on quantitative and
qualitative approaches (questionnaire and interview) used with university students from
various degree courses at the University of Évora. The main aim of this study is to
understand the attitudes Portuguese students have towards the English they use, the
English proficiency they would like to acquire and how these students feel about the
possible influence of the Portuguese language on the English they use and the
emergence of an English variety with Portuguese features (Portuguese English).
26
Fiorello, Gloria. "Una lingua per l'Europa: possibili alternative al multilinguismo." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8818/.
Full textAbstract:
Parlando della questione linguistica in Europa, viene svolta un'analisi in tre parti.
La prima parte tratta storicamente del multilinguismo europeo e del concetto di lingua franca; la seconda
presenta quindi le possibili soluzioni finora emerse, concentrandosi sull'utilizzo della lingua Inglese in ambito internazionale.
Infine, sono illustrate altre possibilità, suddividendo il discorso in ulteriori tre parti: la prima riguarda l'utilizzo di una lingua naturale come lingua franca; la seconda espone alcuni progetti per semplificare lingue già esistenti; per ultimo, si offre una panoramica sulle lingue artificiali.
27
Ji, Ke. "A Corpus-based Study of English as a Lingua Franca in the Context of China-ASEAN Communication and Implications for English Language Teaching." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/373947.
Full textAbstract:
This research investigated the use of English as a lingua franca (ELF) in the context of
China-ASEAN communication, where the ELF speakers are mainly bilinguals or
multilinguals, using English as non-native speakers. The focus of the study was on the
lexicogrammatical features of ELF, especially L1 Chinese ELF users, the pragmatic
competence of Asian ELF users in this defined context and the implications of ELF for
local language teaching. This research reviewed the key findings of previous research in
other ELF contexts and Chinese English as references and adapted an ELF
communicative competence model to analyse the linguistic features and pragmatic
competence of Asian ELF users.
Corpus-based methods were applied in this research, utilising the Asian Corpus of
English (ACE), which comprises one million words of naturally occurring ELF
interactions. The Chinese subset of ACE formed the primary data of this research,
including 18 recordings of naturally occurring ELF interactions. The total length of the
recordings was seven and a half hours, involving 45 speakers of 13 different first
languages. The data used in this study mainly comprised English talk shows on Chinese
TV stations and websites, with topics covering politics, economics, diplomacy, sports,
fashion, and popstars. The background information of most speakers and communication
contexts were acquired for discourse analysis.
In terms of non-standard forms of lexicogrammar of ELF by Chinese users, there are nine
lexicogrammatical features identified and their frequencies were noted. They were lexical
and phrasal innovation, non-standard use of prepositions, grammatical disagreement,
non-standard omission, subject pronoun copying (SPC), tag questions, self-repetitions,
response to general questions and the use of adjacent default tense (ADT). The findings indicate that Chinese ELF users are creative and flexible in using the language to meet
their communicative needs. Furthermore, there was no evidence to show these nonstandard
forms necessarily caused misunderstanding or communication breakdowns in
these China-ASEAN contexts. Mutual intelligibility appears more important than
conforming to native speaker’s norms when communicating with other Asian
multilingual ELF speakers.
The pragmatic competence of Asian ELF users in China-ASEAN contexts were examined
in terms of strategic competence, sociocultural competence and discourse competence.
Asian ELF users in this data were found to be active and flexible in using various
communicative strategies to overcome problems or to facilitate their communication. The
common strategies used by the ELF speakers included the use of lexical suggestion,
paraphrasing, code-switching, asking for clarification and avoiding the use of local
idioms. In addition, Asian ELF speakers were able to demonstrate a certain degree of
sensitivity and flexibility in dealing with cultural differences and changes. It is worth
noting that in emergent and dynamic ELF intercultural communication, Asian ELF
speakers can move beyond cultural stereotypes. Moreover, the study of discourse
competence indicates that Asian ELF speakers collaborate with and support each other
by frequently using backchannels and echoing.
These findings are of significance in local English language teaching. It is suggested that
the ELF approach is feasible and practical for language teaching for English majors in
Guangxi, where there is increasing communication with people from ASEAN countries.
The ELF communicative competence that has been described in this research, including
linguistic competence, strategic competence, discourse competence and sociocultural
competence, can be integrated into the pedagogical practice for English majors in Guangxi, with guidance of the five principles of ELF approach.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
28
Sung, Chit Cheung M. "English pronunciation, identity and pedagogy : exploring the perceptions of L2 speakers of English as a Lingua Franca in Hong Kong." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568487.
Full textAbstract:
This thesis reports on a study of a group of L2 English speakers' perceptions of pronunciation in English as a lingua franca (ELF), with respect to issue pertaining to identity and pedagogy. The study was carried out with local undergraduate students at the University of Hong Kong in 2010 and 2011, and its central aim was to contribute to theorizing in ELF studies by providing empirical evidence of perceptions from the perspectives of 'lay' end-users.
29
Sangiamchit, Chittima. "English as a lingua franca for online intercultural communication among Thai international students in the UK." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/413552/.
Full textAbstract:
The use of English as the language of online intercultural communication among users of different first languages and cultures is an established phenomenon. However, there has been little research into the extensive use of English as a lingua franca (ELF) in more recent developments such as online and social network sites (SNSs) in particular. With regard to the myriad of linguistic and cultural resources that ELF users have brought into their online intercultural communication and the multimodality of online mediums, this thesis is concerned with complexity in the use of English for online intercultural communication. This thesis aims to explicate the roles of cultures and essential intercultural communicative competence (ICC) for successful online intercultural communication. It also investigates the perceptions of online English users towards English in the dynamic, fluid and emergent field of online intercultural communication. This thesis is predominantly qualitative in order to probe the investigated phenomenon. The fieldwork took place over eight months at the selected UK university and also on Facebook, as this was the most popular SNS among the research participants. The participants in this thesis are Thai international students living and studying in the UK. Five of them formed the core of this study, as they were English users who had experienced using English online with people with different first languages and cultures. Drawing data from multi-research methods (online questionnaires, observation of online conversations, interviews and a focus group), the findings of this thesis demonstrate that communicative meanings are not represented and constructed only through languages but also with the support of the multimodal features of the online medium. The findings further suggest that the participants contain different levels of intercultural awareness in online intercultural communication through ELF and, as such, cultures and English language in this context are dynamic, fluid and emergent in each instance of online intercultural communication. Further, English language and cultures are not tied to native English norms for the former or nation based cultures for the latter; rather there are variations of English use online and cultures through English language are shuttled around within individual, local, national and global frames of reference. As a result, the role of intercultural communicative competence (ICC) has become clear in terms of its manipulation and negotiation of communicative meanings for successful online intercultural communication. The essential ICCs needed for communicating with multilingual and multicultural users successfully are knowledge, skills of interpreting and relating, skills of discovery and interaction, critical cultural awareness, attitudes and multimodal symbolism. Online intercultural communicative competence provides the knowledge for online English users to be aware of English variations and help them to improve their ability to communicate in English efficiently in a real world and currently popular context.
30
Back, Andrea <1987>. "English as a Lingua Franca: The case for ELF as an independent, natural and legitimate language." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7353.
Full textAbstract:
Introduzione dell'Inglese come lingua franca (ELF), con excursus storico ed una proposta di classificazione delle lingue franche; Analisi della situazione corrente, collocamento dell' ELF all'interno dei paradigmi attuali, quali quello dei 'World Englishes' e dei 'Three Circles of English' di Kachru, e presentazione dello state of the art; in particolare viene analizzato il rapporto fra ELF e Inglese come lingua madre (EMT), e viene infine supportata la legittimazione ed il riconoscimento dell'ELF quale variante dell'Inglese a sé stante, una realtà innegabile degna di rispetto e studio approfondito.
31
Tosi, Bianca. "English as a lingua franca (elf): Un caso di studio sulle linee guida per gli autori di articoli scientifici." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8146/.
Full textAbstract:
La lingua inglese ha subito negli ultimi secoli una diffusione senza precedenti e viene oggi utilizzata in tutto il mondo come mezzo di comunicazione. Da questo fenomeno inedito emergono nuove prospettive di ricerca; le lingue sono infatti in continua evoluzione e si modificano attraverso l’uso. La lingua inglese, così largamente utilizzata in tutto il mondo, si sta quindi trasformando, e presenta oggi ai ricercatori aspetti originali ed innovativi. L’utilizzo dell’inglese come mezzo di comunicazione tra parlanti appartenenti a diverse linguaculture viene chiamato “ELF”, English as a Lingua Franca. Lo scopo di questa tesi è di esporre i punti fondamentali delle ricerche degli ultimi anni sull’argomento e di realizzare un piccolo studio di caso su questo tema. Lo studio avrà come oggetto le linee guida per gli autori di articoli scientifici fornite da un campione di 100 riviste specialistiche, che sono state esaminate al fine di individuare riferimenti alla lingua inglese, alle sue varietà e a parlanti nativi e non nativi. L’obbiettivo sarà quindi quello di ottenere un idea generale sulla posizione dei parlanti non nativi all’interno della comunità scientifica.
32
Njweipi-Kongor, Diana Benyuei. "Discursive features of health worker-patient discourses in four Western Cape HIV/AIDS clinics where English is the lingua franca." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71733.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This is a qualitative analytical study that investigates the use of English as lingua franca (ELF) between doctors and patients with different L1 at four different HIV/AIDS clinics in the Western Cape. The study addresses a gap in medical research, especially in the field of HIV/AIDS, namely, a lack of sufficient data-driven analytical investigation into the linguistic and conversational nature of doctor-patient communication in ELF in this setting in South Africa. A literature review contextualises ELF, discourse analysis (DA), conversation analysis (CA) and genre theory providing a theoretical framework for the study. The methodology involves audio-recording and transcription of HIV/AIDS consultations conducted in ELF. From the genre perspective, the study investigates the different genres in and determines if HIV/AIDS consultations are a sub-genre of medical discourses. DA investigates what contextual, socio-cultural linguistic features characterise medical interaction in this multilingual context and what ELF linguistic strategies participants use to signal and resolve misunderstanding. CA investigates the turn organisation and turn-taking patterns in the consultations to assess participants’ contributions and identify different types of sequences that characterise them, aiming to understand how they enable the interactants play their roles as doctors and patients. The results reveal that HIV/AIDS consultations exhibit formal features of doctor-patient consultations in general and intertextually revert to other oral genres leading to the conclusion that, considering their purpose, participants and context, HIV/AIDS consultations are like all medical consultations and are a sub-genre of medical discourse. The macro analysis reveals that the interactants’ socio-cultural and multi-linguistic backgrounds do positively influence the nature of the interaction in this context as it highlights characteristic linguistic features of ELF usage like borrowing, linguistic transference from L1, the use of analogy, code-switching and local metaphors all resulting from processes of indigenisation and hybridisation. The results reveal few instances of misunderstanding, concurring with earlier studies that problems of miscommunication may be minimal when two languages and/or cultural groups interact. The micro analysis reveals that the turns in the consultation follow the pre-selection and recurrent speakership patterns and that despite the advocacy for partnership between doctors and patients in their contribution and negotiation of outcomes, the doctor unavoidably remains the dominant partner. S/he determines the course of the consultation by initiating more turns, asking most of the questions and often unilaterally deciding on topic changes. S/he has longer talking time than the patient in the sequences and the physical examination and prescription phases of the consultation while the patient is mostly portrayed almost as a docile participant yielding to the doctor’s requests and taking very little if any initiative of his/her own to communicate his/her views and desires. The study reveals instances of both patient and doctor initiated repair to resolve any misunderstanding, which improves the quality of the interaction and its outcomes such as adherence and treatment follow-up. The study further highlights the challenges faced in the field which impacted on the data, the most crucial being the complicated but necessary ethical procedures required to get participants’ consent to participate in the study.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe analitiese studie ondersoek die gebruik van Engels as lingua franca (ELF) tussen dokters en pasiënte met verskillende eerstetaal (T1) by vier verskillende MIV/vigs-klinieke in die Wes-Kaap. Die studie werp die soeklig op ʼn leemte in mediese navorsing, veral op MIV/vigs-gebied, en bring ʼn gebrek aan datagedrewe analitiese ondersoek na die taalkundige en gespreksaard van dokter-pasiënt-kommunikasie in ELF in hierdie omgewing in Suid-Afrika aan die lig. ʼn Literatuuroorsig van navorsing kontekstualiseer ELF, genre-teorie, diskoersanalise (DA) en gespreksanalise (GA), en bied ʼn teoretiese raamwerk vir die studie. Die navorsingsmetode behels oudio-opnames en transkripsie van MIV/vigs-konsultasies in ELF. Uit die genre-oogpunt bestudeer die navorsing die verskillende genres in MIV-konsultasies, en bepaal of dié konsultasies as ʼn subgenre van mediese diskoers beskou kan word. Met behulp van DA stel die studie vas watter kontekstuele, sosiokulturele taaleienskappe mediese interaksie in hierdie veeltalige konteks kenmerk, en watter ELF-taalstrategieë deelnemers gebruik om misverstande aan te dui en op te los. Daarna ondersoek GA die beurtorganisasie en beurtmaakpatrone in die konsultasies, om deelnemers se bydraes te beoordeel en verskillende soorte kenmerkende sekwensies uit te wys, en uiteindelik te begryp hoe dít die onderskeie partye in staat stel om hul rolle as dokters en pasiënte te vervul. Die bevindinge dui daarop dat MIV-konsultasies formele kenmerke van dokter-pasiënt-konsultasies in die algemeen toon en intertekstueel by ander mondelinge genres aansluit. Dít lei tot die gevolgtrekking dat, gedagtig aan die doel, deelnemers en konteks, MIV-konsultasies soos enige ander mediese konsultasie is en as ʼn subgenre van mediese diskoers beskou kan word. Die makro-analise (DA) toon dat die onderskeie gespreksdeelnemers se sosiokulturele en veeltalige agtergronde ʼn positiewe uitwerking het op die aard van die wisselwerking in hierdie konteks, aangesien dit kenmerkende taalkundige eienskappe van ELF-gebruik, soos leenwoorde, taaloordrag vanaf die L1, die gebruik van analogie, koderuiling en plaaslike metafore, beklemtoon. Al hierdie eienskappe spruit uit prosesse van verinheemsing en hibridisering. Die studie toon min gevalle van misverstand, wat met die resultate van vorige navorsing ooreenstem, naamlik dat probleme van wankommunikasie minimaal is wanneer twee tale en/of kultuurgroepe met mekaar omgaan. Die mikro-ontleding (GA) dui daarop dat die beurte in die konsultasie die preseleksie- en herhalende sprekerspatrone volg en dat, ondanks die voorspraak vir ʼn vennootskap tussen dokters en pasiënte in hul bydraes en bedinging van uitkomste, die dokter onvermydelik die dominante vennoot bly. Hy/sy bepaal die verloop van die konsultasie deur meer beurte aan te voer, die meeste vrae te stel en dikwels eensydig te besluit om die onderwerp te verander. Hy/sy het ook ʼn langer spreekbeurt as die pasiënt in die gespreksekwensies sowel as in die fisiese-ondersoek- en voorskriffases van die konsultasie. Daarenteen word die pasiënt merendeels as ʼn bykans gedweë deelnemer uitgebeeld wat aan die dokter se versoeke toegee en weinig of geen eie inisiatief aan die dag lê om sy/haar sienings en behoeftes oor te dra. Die studie toon ook gevalle van sowel pasiënt- as dokteraangevoerde herstel om enige misverstand uit die weg te ruim, wat die gehalte van die wisselwerking én die uitkomste daarvan, soos behandelingsgetrouheid en nasorg, verbeter. Die navorsing beklemtoon voorts die gebiedspesifieke uitdagings wat die data beïnvloed. Die belangrikste hiervan is die ingewikkelde dog nodige etiese prosedures wat vereis word om persone se toestemming tot studiedeelname te verkry.
33
Meister, Till [Verfasser], Anne [Akademischer Betreuer] Schröder, and Paul [Akademischer Betreuer] Lennon. "Towards international Standard English: identifying standards for an international lingua franca / Till Meister ; Anne Schröder, Paul Lennon." Bielefeld : Universitätsbibliothek Bielefeld, 2016. http://d-nb.info/1115271733/34.
Full text
34
Komori-Glatz, Miya. "Exploring the Roles of English: English as a Lingua Franca in Master's Programmes at WU Vienna University of Economics and Business." Elsevier, 2015. http://dx.doi.org/10.1016/j.sbspro.2015.02.040.
Full textAbstract:
Europe's largest business university, WU sees offering master's programmes in English as a means to stay competitive. This paper highlights the roles of English and other languages at a strategic level in the university as well as in intercultural student teams. The data is taken from a multi-modal research project investigating students' language and interaction in teamwork on English-medium programmes. The results show that students use English as the medium of communication in and out of class and for discussing task-related topics, while they use other languages for socialisation purposes and to develop a sense of community. (author's abstract)
35
Moran, Panero Sonia. "Orienting to the spread of English as an international lingua franca : voices from the Spanish-speaking world." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/402658/.
Full textAbstract:
The study presented in this PhD thesis is concerned with the exploration of symbolic, perceptual and ideological aspects of the global spread of English as an international lingua franca. In particular, it investigates the ways in which university students from a variety of Spanish-speaking contexts conceptualise and position English as a global language, and the ways in which they label and evaluate the variability emerging from its lingua franca use (ELF). English has come to be known as the worlds’ international language par excellence as a result of complex social, historical, political and globalisation processes. Learning more about the global use of English has led scholars to problematize long-standing theorisations of language and their suitability to explain the observed phenomena. Since language globalisation processes are not only affecting the ways in which we use English, but also the broader ways in which we think about it, it is necessary to explore the theorisations and representations of language with which (non-linguist) English users operate nowadays, how these may relate to their linguistic experiences and expectations, and how they may affect their future trajectories. In this thesis, I provide qualitative insights into the views of Spanish-speaking undergraduates from Chile, Mexico and Spain. I examine how students construct their experiences, conceptualisations, attitudes and beliefs, by analysing elicited talk about English. Attention is placed on the functions and meanings that are associated with the language between global and local spheres of use, and on conceptualisations and evaluations of ELF interactions in relation to issues of intelligibility, linguistic variability, and identity expression. The findings introduce the multiple and conflicted interpretative repertoires with which participants construct their evaluations and the complex uses made of key language and communication-related notions. The analysis also showcases the multifarious ways in which students recreate, challenge and/or negotiate broader ideologies of language in metalinguistic practice. Overall, the study highlights the need to address the sharp contrasts existing between the ontological complexity and multidimensionality with which students view this language, and the one-sided, standard and native-speaker-oriented representations that typically dominate principles and policies of English Language Teaching (ELT). To conclude, the thesis considers the pedagogical opportunities that talk about language has to offer in itself for ELT.
36
Prodromou, Luke. "'You see, it's sort of tricky for the L2-user' : the puzzle of idiomaticity in English as a lingua franca." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11180/.
Full textAbstract:
Much has been claimed recently for the role of idiomaticity in L1 acquisition and fluency and many of these insights have been applied, in my view, uncritically in many cases, to the context of L2 use. Until recently, very little attempt was made to test out the applicability of these insights to English as a Lingua Franca by examining naturally-occurring L2 discourse. This thesis sets out to explore the reasons why even successful L2-users may find the phenomenon of idiomaticity difficult. It investigates the apparent paradox between idiomaticity in L1 use and L2 use, whereby for the L1-user, idiomaticity, in all its guises, makes for ease of processing and the promotion of fluency while in L2 use it seems, in some of its manifestations at least, to be error- prone and elusive. Drawing on an original corpus of spoken English as a Lingua Franca, I apply a combination of corpus techniques and techniques of discourse analysis within a sociocultural framework in order to identify the underlying factors that differentiate L1 and L2 idiomaticity. I illustrate the argument by looking at two different manifestations of idiomaticity: ‘minimal’ units of idiomaticity (two word phrases) and more traditional ‘colourful’ idioms. The results suggest that L2-users avoid or have difficulty with ‘native-like’ idiomaticity because L1 idiomaticity involves more than formulaic sequences of greater or lesser semantic opacity; it is a more extended and diffuse phenomenon that generates subtle webs of semantic, pragmatic and discourse prosodies. It is through these situated webs of signification that L1-users achieve fluency and the promotion of self rather than in the manipulation of isolated idiomatic units in vacuo. Note: When I use the terms ‘native’ and ‘non-native’ I put them in inverted commas to indicate to the reader that I do not subscribe to the deficit view of L2 use that these terms are often associated with. My preferred terms are ‘L1-user’ and ‘L2-user’ (Cook, 2002).
37
Böttger, Claudia. "Lost in Translation? An Analysis of the Role of English as the 'Lingua Franca' of Multilingual Business Communication /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-2930-4.htm.
Full text
38
Iipinge, Kristof. "English lingua franca as language of learning and teaching in northern Namibia : a report on Oshiwambo teachers’ experiences." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80357.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome these challenges. In this regard, structured, one-on-one interviews were conducted with six Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati region of northern Namibia. The findings of this study suggest that teachers believe that the learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further their studies abroad, as possessing knowledge of English would enable them to communicate with people from different countries. Another main finding, in terms of how teachers overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to code-switching to ensure that their students understand the concepts they are being taught.
AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is (Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat aangeleer word wel verstaan.
39
Alapeteri, A. (Anna). "The effects of using English as a business lingua franca on spoken brand co-creation communication:a discursive approach." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526220277.
Full textAbstract:
Abstract This study explores the phenomenon of brand co-creation from a communicative perspective. The study investigates how Finnish SMEs operating in international B2B markets use English as a business lingua franca (BELF) for brand communication. The purpose of the study is to contribute to brand co-creation theory by illustrating how using BELF affects spoken brand co-creation discourse and increase our understanding of brand co-creation communication by applying a discursive approach. The theoretical framework of the study is based on branding literature, BELF research, discourse theory and social constructionism. The study introduces an analytical framework for exploring BELF in spoken brand co-creation communication through the discourse dimensions of verbal language use, the communication of brand meanings and face-to-face social interaction among stakeholders. The empirical data was collected by implementing a business communication simulation designed for the study. It was used to analyse how internal stakeholders use verbal BELF to communicate brand meanings in face-to-face social interaction. A discursive approach was also applied in the analysis. In the study, three spoken brand co-creation discourses were identified: informative, credible and emotional discourse. This study shows that brand co-creation is a phenomenon intertwined with language. When the language of business communication is BELF, it can both enable and impede brand co-creation communication. Efficient and informative communication is often regarded as essential in business communication but from brand communication perspective informative communication may not be sufficient to create an interesting and a memorable brand. The study also shows that spoken brand co-creation communication with BELF requires versatile language and communication competence; especially emotional brand discourse may require more versatile BELF competence than previously has been acknowledged. From a managerial viewpoint, it is important to understand that internal stakeholders are continuously communicating about the brand to external stakeholders with spoken language. Thus, the brand is visible in the daily operations through language, although not necessarily as intended by the managementTiivistelmä Tässä väitöskirjassa tutkitaan brändin yhteisluomista yritysviestinnän näkökulmasta. Tutkimuksessa selvitetään, miten suomalaiset yritystenvälisillä markkinoilla (B2B) toimivat pk-yritykset käyttävät liike-englantia lingua francana (BELF) suullisessa yhteisluomisviestinnässään. Tutkimuksen tarkoituksena on lisätä ymmärrystä kielen ja viestinnän roolista brändin yhteisluomisessa ja kuvata, miten BELF vaikuttaa puhuttuun brändin yhteisluomisviestintään diskursiivisesta näkökulmasta. Tutkimus nojaa brändikirjallisuuden lisäksi BELF-tutkimukseen, diskurssiteoriaan ja sosiaaliseen konstruktionismiin. Tutkimus esittää brändin suullisen yhteisluomisviestinnän kolmiulotteisena ilmiönä, jota voidaan tarkastella sanallisen kielenkäytön, brändimerkitysten viestimisen ja kasvokkain tapahtuvan, sidosryhmien välisen vuorovaikutuksen avulla. Työn empiirinen aineisto kerättiin tutkimusta varten kehitetyn liikeviestintäsimulaation avulla, ja sen avulla analysoitiin, miten yrityksen sisäiset sidosryhmät käyttävät BELFiä viestimään brändimerkityksiä yrityksistään ja niiden tuotteista sosiaalisessa vuorovaikutuksessa. Tutkimuksessa hahmoteltiin kolme suullista brändin yhteisluomisdiskurssia: informatiivinen diskurssi, uskottavuusdiskurssi ja tunneperäinen diskurssi. Tutkimus osoittaa, että brändin yhteisluomisviestintä on kieleen kietoutunut ilmiö. Kun liikeviestinnän kielenä on BELF, vieraskielinen viestintä voi sekä mahdollistaa että vaikeuttaa brändin yhteisluomisviestintää. Tehokas ja faktaperäinen viestintä on usein tärkeää liikeviestinnässä, mutta brändäyksen näkökulmasta informatiivisesti painottunut viestintä voi olla riittämätöntä, jotta se herättäisi mielenkiintoa brändiä kohtaan tai loisi muistettavan brändin. Tutkimus osoittaa myös, että osallistuminen brändin yhteisluomisviestintään käyttämällä BELFiä edellyttää monipuolista kieli- ja viestintätaitoa. Erityisesti tunteita herättävä brändäysviestintä voi vaatia laajempaa kieli- ja viestintäosaamista kuin aiemmin on ajateltu. Liikkeenjohdon kannalta on tärkeää ymmärtää, että yrityksen henkilöstö viestii brändistä jatkuvasti jokapäiväisessä vuorovaikutuksessa eri sidosryhmien kanssa. Näin ollen brändi välittyy sidosryhmille kielen kautta, mutta ei kuitenkaan välttämättä sellaisena kuin yrityksen johto on tarkoittanut
40
Vu, Thi Hong Van. "English as a lingua franca in the Vietnamese hotel industry: Communicative strategies and their implications for vocational education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1583.
Full textAbstract:
The strategies employed by Vietnamese hotel staff in their communication in English with foreign guests were examined. Communicative strategies were used to ensure the success of each interaction. The study also examined the extent to which the use of these strategies is fostered by the coursework hospitality students undertake. A lack of alignment between the language presented in the textbooks and the language used in an authentic hotel setting was identified.
41
Ingram, Darren. "Exploratory investigation into the practice of communicating to publics using English as a Lingua Franca (ELF) by Finnish companies." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21650.
Full textAbstract:
This thesis examines public relations (PR) communications that use English as a Lingua Franca (ELF) from leading Finnish companies. It analyses a corpus of 90 press releases from 15 export-active companies for linguistic usage, drawing on elements of linguistic theory. In addition, a limited narrative is based on personal interviews to determine typical procedures that are involved in PR content creation. It should have relevance to all who use ELF in a business context, but be of special interest to those involved with PR and marketing. It may also have some relevance to internal international business communications and linguistics.The study was motivated by three factors: how English is a dominant global language that is being used by companies in other countries as an intermediary language, prior research of how Finnish companies use PR and communications within their export activities, and extensive observation obtained whilst working as a journalist, dealing with companies from all around the world.It is believed that many companies may not be communicating efficiently and effectively when using ELF. Even when they do communicate and content may appear to be grammatically correct, its efficacy may be muted, inhibiting audience comprehension and other consequential actions. The research noted that certain linguistic elements were over-represented, which could potentially inhibit communication and comprehension. The resolution is not necessarily drastic and could only deliver wider benefits where implemented.Recommendations include closer attention is made concerning linguistic construction, broader additional research is conducted into the global phenomena and the possible creation of an operational framework to assist deployment of ELF-friendly textual communications, especially within the PR/marketing field.
42
Nygren, Josefin. "Using English as a Lingua Franca at an International Company : A Study of the Communication Between Non-native English Speakers in a Swedish Workplace." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36582.
Full textAbstract:
This essay examines the communication in English and use of English at a Swedish company with employees from all over the world. The aim is to investigate how the employees experience speaking English with their colleagues and if they believe that misunderstandings can occur owing to their language differences. The linguistic focus of this study is towards sociolinguistics, including lingua franca, language use and communication as well as a small portion of language acquisition, considering that the majority of employees do not speak English as their native language. The results of the study have shown that all employees at the company speak English daily, but the experiences and opinions of it vary, mostly depending on which department they work in and what kind of education they have had previous to them working at the company.
43
LI, Yue Yuan. "A comparison between the verbal interruptions by speakers of English as a lingua franca (ELF) and speakers of English as a native language (ENL)." Digital Commons @ Lingnan University, 2010. https://commons.ln.edu.hk/eng_etd/4.
Full textAbstract:
Previous research focused primarily on how interruptions vary according to social factors in situations where English is the native language for all speakers (see Menz and Al-Roubaie, 2008; O‟Reilly, 2008; West and Zimmerman, 1983; Zimmerman and West, 1975). Little has been done on interruptions in situations where English is used as a lingua franca. The purpose of this research is to 1) provide conversational evidence on how experienced ELF speakers make interruptions, 2) explore functions of interruptions in ELF communication; 3) compare the types and functions of interruptions in ELF communication with those in ENL communication; 4) compare the types and functions of interruptions across genres.
An interruption is a type of turn-transition where one speaker verbally prevents another speaker from completing her turn. It is composed of three parts: the base part, the interrupting part and the post-interruption part. The research examines interruption based on theories of turn-organizations (Sacks, Schegloff &Jefferson, 1974) and sequence organizations (Schegloff, 2007). Interruptions are classified in terms of the completion of the interrupting part, overlapping speech, matching in topic between the base part and the interruption part, matching in topic between the interrupting part and the post-interruption part. Comparisons are made of interruption types across three genres: question-and-answer sessions, seminar discussions and conversation. The data comes from interactions of experienced ELF speakers from the Vienna-Oxford International Corpus of English (VOICE) and those of native speakers of English from Michigan Corpus of Academic Spoken English (MICASE) and Santa Barbara Corpus of Spoken American English (SBCSAE).
The quantitative study of ELF and ENL interruptions reveals that interruptions occur slightly less frequently in ELF than in ENL communication. ENL speakers are on the whole more successful than ELF speakers in making interruptions; however, ELF speakers are more cooperative than ENL speakers in terms of interruptions. The qualitative study reveals that ELF speakers employ interruption more often to deal with language problems while ENL speakers make interruptions more often to give information or express opinions. In addition, the study has found that the frequency and types of interruptions vary across genres: interruptions occur far more often in conversation and seminar discussions than in question-and-answer sessions and misaligned interruptions occur far more often in seminar discussions than in question-and-answer sessions.
44
BAGNI, MARCO. "Le opinioni e l’atteggiamento degli studenti verso l’inglese e l’inglese lingua franca in una università italiana." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278098.
Full textAbstract:
L’ascesa dell’inglese come lingua franca globale ha portato la linguistica applicata a mettere in discussione i fondamenti dell’insegnamento dell’inglese (ELT).
Nello “expanding circle”, i modelli ‘inglese lingua straniera’ (EFL) tradizionalmente accettati appaiono oggi superati.
Prima ancora che possano essere suggeriti con sicurezza cambiamenti nell’insegnamento dell’inglese, è importante comprendere le percezioni e le opinioni di chi è coinvolto in prima persona.
L’importanza degli studi sull’atteggiamento linguistico in contesti di ELT è da tempo riconosciuta, e negli ultimi due decenni diversi studi di questo tipo hanno indagato vari aspetti dell’atteggiamento di insegnanti e apprendenti nei confronti dell’inglese in contesti educativi, rivelando la grande vitalità delle norme native dell’inglese.
Ad oggi, la maggior parte degli studi che hanno preso in esame l’atteggiamento verso l’inglese di studenti universitari sono stati condotti in specifici contesti di ELT e sono necessari ulteriori studi che coinvolgano anche studenti che non si specializzano in inglese.
Questa ricerca consiste in uno studio che indaga l’atteggiamento verso l’inglese, l’inglese come lingua franca (ELF) e l’insegnamento dell’inglese di una popolazione di studenti di tre dipartimenti dell’Università di Modena e Reggio Emilia.
La ricerca ha l’obiettivo di contribuire a valutare i modelli accettati EFL di insegnamento dell’inglese e di suggerire possibili indirizzi futuri sia a ricercatori in linguistica applicata sia a professionisti di ELT.
Coerentemente con questo obiettivo, sono state generate le seguenti domande di ricerca:
1. Qual è l’atteggiamento degli studenti verso l’inglese?
2. Qual è l’atteggiamento degli studenti verso ELF?
3. Quali opinioni hanno gli studenti dell’insegnamento dell’inglese?
4. Un metodo aggiornato a ELF va incontro ai bisogni percepito dagli studenti?
Il metodo adottato per questa ricerca attinge alla folk linguistics e ai metodi diretti di indagine sull’atteggiamento linguistico.
Un metodo misto di raccolta dei dati ha integrato un questionario semi-strutturato e delle interviste non strutturate. Sono stati raccolti un totale di 254 questionari sono state condotte e 28 interviste valide, tra dicembre 2019 e maggio 2020. L’analisi dei dati ha combinato tecnica qualitativa e quantitativa, benché con un’enfasi sull’interpretazione qualitativa.
I risultati suggeriscono in generale un orientamento positivo verso l’inglese.
In larga maggioranza, i partecipanti percepivano l’inglese come uno strumento necessario all’inclusione sociale e una porta d’accesso a future opportunità professionali.
Sebbene l’opinione che l’inglese appartiene ai parlanti nativi dello “inner circle” sia risultata prevalente, accanto ad essa coesisteva anche una concezione dell’inglese come strumento de-territorializzato e de-nativizzato di cui si possono appropriare anche i parlanti non nativi.
Le opinioni dei partecipanti sullo ELT hanno dimostrato il prevalere di un orientamento verso le norme native dell’inglese e una significativa influenza di “native-speakerism” e ideologia della lingua standard.
Tuttavia, i risultati hanno anche dimostrato che lo studio di ELF e della linguistica soprattutto, influenzano l’atteggiamento degli studenti verso le varietà di inglese, portandoli a mettere in discussione l’immagine di un inglese monolitico e l’idea di una legittimità esclusiva delle norme native.
Indicando uno scarto tra i modi più tradizionali di insegnamento EFL e le realtà dell’inglese fuori da scuola, molti intervistati hanno criticato lo ELT nel sistema di istruzione italiano.
I risultati suggeriscono la necessità di abbandonare il metodo tradizionale grammaticale-traduttivo e supportare l’apprendimento dell’inglese con una solida formazione in teoria linguistica.The rise of English as a ‘global’ lingua franca has brought applied linguistic scholarship to question the tenets of English language teaching (ELT). In the expanding circle, the traditionally accepted English-as-a-foreign language (EFL) pedagogical model appears today outdated and possibly even obsolete. Before any changes in English language education can be confidently suggested it is important to understand the perceptions and the opinions of the ELT stakeholders. The importance of attitude studies related to the context of ELT has long been recognized and over the last two decades several such studies have investigated, with various foci, the teachers’ and learners’ attitudes towards English in educational contexts, revealing the high vitality of the native English norm. To date, most studies that examined the attitudes towards English of university students were conducted in specific ELT contexts and there is a need for further research that also involves students who do not specialize in English. This research consists of a study that investigates the attitudes towards English, English as a lingua franca (ELF) and English teaching of a population of students of three Departments of the Università di Modena e Reggio Emilia. The research has the objective of contributing to the task of assessing the established EFL models of English language pedagogy, and of pointing to possible future directions for both research in applied linguistics and ELT practitioners. In accordance with this objective, the following research questions were generated: 1. What are the students’ attitudes towards English? 2. What are their attitudes towards ELF? 3. What are the students’ opinions on the teaching of English? 4. Is an ELF-informed approach in tune with the students’ own perceived needs? The research method adopted for this study draws on folk linguistics and the direct approaches to the study of language attitudes. A mixed-methods approach was used for the collection of the data that integrated a structured questionnaire and semi-structured individual interviews. A total number of 254 questionnaire were collected and 28 valid interviews were conducted, between December 2019 and May 2020. The analysis of the data combined a qualitative and a quantitative technique, although with an emphasis on qualitative interpretation. The findings suggest a generalized favorable orientation towards English. By vast majority, the participants viewed English as a necessary tool for social inclusion and a gateway to future professional opportunities. Although the view that English belongs to the native English speakers from the inner circle was found to prevail, it nevertheless coexisted with an instrumental view of English as a de-territorialized and de-nativized tool that can be appropriated by the non-native speakers. The participants’ views on ELT revealed a prevailing orientation towards native English and a significant influence of native-speakerism and standard language ideology. However, the findings also demonstrated that ELF-aware instruction and especially training in linguistics influenced the students’ attitudes towards varieties of English, bringing them to question the image of a monolithic English, notions of ‘standard English’, and exclusive legitimacy of native-speaker norms. Pointing to a gap between the more traditional ways of EFL pedagogy and the realities of English in the out-of classroom, several interviewees were critical of ELT in their how country’s education system. The findings strongly suggest that there is a need to shift ELT practices in the Italian education system away from the traditional grammar translation (GT) method and support English learning with a solid training in linguistic theory.
45
Coertze, Salome. "Aviation English in South African airspace." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80386.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: A lack of English proficiency and failure to use standard phraseology played a role in two of the world’s largest aviation disasters in South Germany and Tenerife, respectively. As a result, the crucial role of effective pilot-ATC (air traffic controller) communication came under scrutiny and measures were put in place to ensure that aviation safety is not jeopardised by language-related problems. For example, the International Civil Aviation Organisation (ICAO) implemented English language proficiency standards and testing. The study reported in this thesis investigated the use of Aviation English and standard phraseology, which is used in radiotelephony communication by the operational aviation community. Aviation English consists of a range of operationally-relevant language functions and dialogue management, e.g. orders, requests, and offers to act; a blend of formulaic standard phraseology and plain or everyday speech if and when a non-routine situation occurs. Data on pilots’ and ATCs’ perceptions of the role of language in air traffic communication, their perspectives on English as lingua franca in aviation, and English language proficiency standards and testing were collected by means of a questionnaire. The respondents included full-time professional pilots (domestic and international flights), part-time professional pilots and pilots who fly for leisure, and ATCs in Air Traffic Navigation Service units that handle domestic and/or international flights. Recordings of on-site air traffic communication from two airport towers were obtained and were used to study the use of Aviation English and standard phraseology in pilot-ATC communication in South Africa. The results indicated that the majority of pilots and ATCs believe that language-related problems can cause fatal accidents and serious incidents. Pilots and ATCs in South Africa do experience threatening and potentially hazardous situations as a result of communication problems, however, they are confident that communication problems are resolved quickly and successfully in order to avoid accidents. The analysis of the voice recordings correlated with the pilots’ and ATCs’ perceptions that in spite of communication problems (languagerelated and non-language-related) occurring in South African airspace, pilots and ATCs have strategies in place to resolve them effectively and they are also able to use plain English to negotiate understanding and meaning. The majority of the respondents indicated that they agree that English should be used as the lingua franca in aviation around the world and they regard the English language proficiency of South African pilots and ATCs as satisfactory. The majority support ICAO’s English language proficiency standards and testing. The recordings presented a small percentage of transmissions with read-back/hear-back errors, but a substantial number of instances of radio distortions and background noise which interfered with the intelligibility of the transmissions, correlated with the results of the questionnaire. A small percentage of transmissions contained deviations from Aviation English and standard phraseology and/or the use of plain English. The researcher is of the opinion that this initial investigation into Aviation English serves to indicate some avenues for fruitful linguistic investigations into Aviation English and pilot-ATC communication in South Africa.
AFRIKAANSE OPSOMMING: Ontoereikende taalvaardigheid in Engels en nalating om standaard frases te gebruik, het bygedra tot twee van die ernstigste vliegongelukke in lugvaartgeskiedenis, naamlik in Suid-Duitsland en Tenerife, onderskeidelik. As gevolg van die ongelukke, het die kritieke rol van effektiewe kommunikasie tussen vlieëniers en lugverkeerleiers onder die loep gekom, en maatreëls is ingestel om te verseker dat lugvaartveiligheid nie deur taalverwante probleme benadeel word nie. Die Internasionale Burgerlugvaartorganisasie (IBLO) het byvoorbeeld, onder andere, taalvaardigheidsstandaarde en -toetsing vir vlieëniers en lugverkeerleiers ingestel. Die studie in hierdie tesis ondersoek die gebruik van Lugvaart-Engels (“Aviation English”) en standaard frases wat in radiokommunikasie deur die operasionele lugvaartgemeenskap gebruik word. Lugvaart-Engels bestaan uit ’n reeks operasioneel-toepaslike taalfunksies en gespreksbestuurmiddels, bv. instruksies, versoeke en ander handelinge; ’n mengsel van formele standaard frases en alledaagse Engels vir gevalle waar buitengewone of nie-roetine situasies hulle voordoen. ’n Vraelys is gebruik om inligting oor vlieëniers en lugverkeerleiers se sienings van die rol van taal in lugverkeerleiding in te samel, asook sienings oor die gebruik van Engels as lingua franca in lugverkeer en die IBLO se taalvaardigheidsstandaarde en toetsing vir vlieëniers en lugverkeerleiers. Die deelnemers sluit vlieëniers (voltyds en deeltyds, asook private en beroepsvlieëniers) in en lugverkeerleiers in lugverkeernavigasie-eenhede wat binnelandse en internasionale verkeer hanteer. Lewendige opnames wat van twee lughawetorings bekom is, is gebruik om taalverwante en ander kommunikasieprobleme tussen vlieëniers en lugverkeerleiers te ondersoek. Die resultate dui daarop dat die meerderheid vlieëniers en lugverkeerleiers van mening is dat taalverwante probleme tot noodlottige ongelukke en ernstige insidente kan lei. Daar is verder deur die deelnemers bevestig dat hulle dikwels in gevaarlike situasies beland waar kommunikasieprobleme tot die gevaar bygedra het, maar hulle is van mening dat kommunikasieprobleme in die Suid-Afrikaanse lugruim tydig en effektief opgelos word om ongelukke te vermy. Die opnames het met die bevindings van die vraelys ooreengestem en het aangedui dat, ten spyte van kommunikasieprobleme (taalverwant en nie-taalverwant) in die Suid-Afrikaanse lugruim, vlieëniers en lugverkeerleiers oor die vermoë beskik om sodanige probleme vinnig en suksesvol op te los. Dit het ook aan die lig gekom dat vlieëniers en lugverkeerleiers in Suid- Afrika daartoe in staat is om in alledaagse Engels te kommunikeer om enige onduidelikheid of buitengewone versoeke en instruksies te hanteer. Die meeste van die deelnemers meen dat vlieëniers en lugverkeerleiers in Suid-Afrika se taalvaardigheid in Engels bevredigend is en taalvaardigheidstandaarde en -toetsing word sterk ondersteun. Die lewendige opnames het ’n klein persentasie terugleesfoute bevat, maar ’n groot aantal gevalle van radiosteurings en agtergrondgeraas het met die hoorbaarheid en verstaanbaarheid van die kommunikasie ingemeng, wat met die resultate van die vraelys ooreengestem het. ’n Klein persentasie van die uitsendings het afwykings van Lugvaart-Engels en standaard frases en/of die gebruik van alledaagse Engels bevat. Die navorser is van mening dat hierdie studie die weg baan vir potensiële navorsing binne linguistiek ten opsigte van Lugvaart-Engels en die kommunikasie tussen vlieëniers en lugverkeerleiers in Suid-Afrika.
46
Taylor, Ross. "Investigating the role of connotation in communication and miscommunication within English as a lingua franca and consequent implications for teaching." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2650/.
Full textAbstract:
The thesis explores the importance of connotation within English as a lingua franca (ELF) and the implications for teaching ELF. The importance of such research is that should connotative meaning be shown to be of crucial importance, this must be taken into account in the development of a methodology for ELF. This is particularly important as tìie understanding of ELF is only now emerging, together with a related pedagogy. As a starting point the thesis explores the views of high school teachers and university lecturers in Thailand aâ an example of a country where ELF is an important issue for pedagogy. The focus is on issues related to the teaching and use of ELF, including linguistic imperialism. The literature on intercultural communication is then discussed with particular reference to English as a lingua franca. From this discussion a hypothesis is developed for testing, that "successful intercultural communication using ELF cannot take place without a substantial similarity in connotative meaning between interlocutors in relation to key words and phrases used in discourse”. Given that there has been no previous attempt to explore connotative meaning within ELF, one of the contributions of this thesis is the development of the research instruments designed to test the hypothesis. Research instruments used were questionnaires; recorded interviews based on the responses to the questionnaires; video-recorded dialogues between informants; separate tape- recorded "stop-start" interviews of informants whilst viewing the video recordings of the dialogues; semantic differential testing of key words and phrases selected from the dialogues; and word association testing of such key words and phrases. The thesis explains the rationale behind such instruments and their application in a research pilot with subsequent refinements for the main study. The analysis showed that overall, 81% of the communication events that were able to be categorized provided some form of support for the hypothesis, compared to 19% of such events providing evidence tending to contradict the hypothesis. The conclusion reached was therefore that connotative meaning was indeed, extremely significant in successful communication in ELF and the implications of this finding for theory, research methodology and practice are considered.
47
Polyarush, Viktoriya. "The Influence Of English On Ukrainian, With A Focus On The Language Of Youth." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612527/index.pdf.
Full textAbstract:
The purpose of this thesis is to examine the role of Anglicisms in the language of Ukrainian young adults, the motives of English borrowings&rsquousage, and the attitude of young people towards the presence of Anglicisms in the Ukrainian language. The study examined the language of young adults, newspapers and magazines, and popular TV programmes. Note fields, audio-recordings, and questionnaire were chosen for investigation of borrowings integrated in the Ukrainian language. The study revealed a constant usage of Anglicisms by young adults in Ukraine, despite their place of residence and occupation, focusing on the main areas where borrowings are used. It was suggested that English borrowings have become a significant part of the language used by young people in Ukraine.
48
Traiger, Cheryl B. "Tourists' English Expectations: Discourse Analysis of Attitudes towards Language and Culture on Travel Websites." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194974.
Full textAbstract:
While the importance of English as a lingua franca (ELF) in business and the media is well-studied, little attention has been paid to ELF in tourism. This study analyzes postings on websites such as TripAdvisor (http://www.tripadvisor.com/), which feature non-professional reviews of international travel destinations and services, in order to evaluate the effects of cultural capital, stereotypes and relative power on: expectations of English availability in non-English speaking countries, evaluation of the language spoken by EFL speakers (e.g. hotel clerks, shop owners), and attitudes towards speaking the local language.This study explores the issue of speech accommodation between the tourists and the local hospitality industry workers and other residents (Giles, Taylor, and Bourhis, 1973; Giles, Coupland, and Coupland, 1991; Giles and Powesland, 1997) and the likely factors leading to convergence/divergence as indicated by attitudes towards language choices. Website excerpts will show the circumstances in which travelers expect the locals (who deal with tourists) to speak English as well as how much of the local language the travelers are willing to learn and use.Findings indicate that the tourists' willingness to take responsibility for linguistic accommodation, tolerance for restricted English proficiency levels, and attitudes towards being exposed to the local culture and language differ according to the presumed cultural capital (Bourdieu, 1986, 1991; Hanks, 2005) - often governed by stereotypes - and relative power of the interlocutors, the visited location and the local language. The role of ELF in the tourism sector and attitudes toward the local residents and language(s) are highly relativized, such that the specificity of the local context must be taken into account. Proficiency in the English language itself is, in some locations, the source of presumed higher status and symbolic of luxury. The second important dynamic demonstrated to affect the levels and type of language expectation is the degree to which the traveler desires interaction with and exposure to the local culture, or wants to stay with familiar experiences in an "environmental bubble" (Cohen and Cooper, 1986). The differences in expectation of ELF demonstrate that traveler attitudes towards specific locations are key to determining linguistic needs.
49
Rottschäfer, Stefanie [Verfasser]. "Accent and Identity in Learner Varieties of English : A Study with German and French University Students in an English as a Lingua Franca Setting / Stefanie Rottschäfer." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1167658515/34.
Full text
50
Pettersson, Lena. "Writing Business Emails in English as a Lingua Franca - how informal can you be? : An analysis of formality in BELF emails." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118100.
Full textAbstract:
As a result of globalisation, the number of companies working globally is increasing at an unprecedented pace. Consequently, the need to communicate with people from other countries is getting bigger. In such intercultural communication, a common language must be used to interact. The language of choice is most often English, which is the business lingua franca (BELF) today. Furthermore, email has become the obvious choice of medium when interacting with foreign business associates. The present study was conducted through intensive and extensive analyses, investigating BELF emails written by 21 individuals with 14 different native languages. The data consists of 209 emails. The study follows Bjørge’s (2007) work on formality in emails written in academic settings. The aim of the study was to determine how formal the participants were in greetings and closings and whether they accommodated their language to the respondent. The results suggest that the level of formality mainly depends on the purpose of the email and, to some extent, how formal the correspondent is. The accommodation to the correspondent seems to be individual. The present study wishes to extend knowledge on email communication in BELF settings. The results are likely to be relevant for teachers and students of Business Communication and English as a Second or Foreign Language along with managers in internationally functioning companies, especially as regards what should be considered in BELF communication.