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Journal articles on the topic 'Intercultural speaker'
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1
Stadler, Stefanie Alexa. "Speaker or listener or speaker and listener." Language and Dialogue 3, no. 2 (September 3, 2013): 167–85. http://dx.doi.org/10.1075/ld.3.2.02sta.
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Communication requires a considerable effort in order to facilitate and indeed reach shared understanding between interlocutors. This is even more important in intercultural communication, where our normal cues fail to function and shared background may be incomplete or altogether absent. Seeing as we can no longer rely on our usual meaning construction tools, we have to work harder than in intracultural communication to derive and deliver meaning. As a consequence, it is not sufficient to carry out the usual speaker and listener roles, in which the speaker holds a more active and the listener a more receptive participative role. Instead, both speaker and listener have to work together in a joint, collaborative and contemporaneous effort to create mutual understanding. This paper explores why there is a need in intercultural communication to fulfil a dual role relationship in the meaning creation process, how this can be achieved in intercultural discourse and how it can benefit interlocutors.
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Liddicoat, Anthony J. "Native and non-native speaker identities in interaction: Trajectories of power." Applied Linguistics Review 7, no. 4 (November 1, 2016): 409–29. http://dx.doi.org/10.1515/applirev-2016-0018.
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AbstractIn intercultural interactions in which native speakers communicate with non-native speakers there is potential for asymmetries of power to shape how interaction occurs. These inequalities are not simply the result of a difference in command of the language between interlocutors but rather they relate to the social construction and performance of the identities of each participant. Using data drawn from intercultural interactions in a range of contexts, this article examines some of the ways in which the inequalities of power between native speakers and non-native speakers is an interactionally accomplished product by examining instances of intercultural interaction. Such inequalities are seen in instances of intervention in interactions that create and reaffirm the ideology of native speakers’ authority over language. The most obvious of such interventions are those in which the native speaker takes up an authoritative stance in relation to the linguistic productions of non-native speakers that emphasize the features and circumstances of their production rather than their communicative function. Such interventions may, however, occur in more covert ways. Where such interventions occur they may be ratified as legitimate activities by non-native speaker participants, and the power asymmetry is thereby co-constructed by the participant. However, such asymmetries may also be resisted by non-native speakers when they reassert their communicative intent and in so doing reframe the interaction away from inequalities.
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Lan, Shu-Wen. "Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups." SAGE Open 10, no. 3 (July 2020): 215824402094186. http://dx.doi.org/10.1177/2158244020941863.
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Despite increased diversity on campuses worldwide, research has documented a lack of intercultural interaction among university students. Culturally mixed groups have been found to be a promising means of promoting the rich, repeated contact necessary for intercultural interaction, but hardly any studies of local students’ perceptions of such groups have been conducted in the newly internationalized universities in Asia. Through the lens of an expanded model of investment, this study analyzes reflective journals and interviews with Taiwanese college students to examine their perceptions and experiences of culturally mixed groups. Findings indicate that the majority resisted non-native to non-native speaker intercultural interaction in these groups. This resistance was driven by their pro-standard English ideologies, traceable to the earliest stages of their English education, which promoted native-speaker models and unrealistic imagined communities of native-like speakers.
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Dynel, Marta. "A Survey of “Intercultural Pragmatics” and Its Outlook on the Gricean Philosophy of Communication." International Review of Pragmatics 6, no. 2 (2014): 307–19. http://dx.doi.org/10.1163/18773109-00602006.
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This paper critically revisits the recent volume entitled “Intercultural Pragmatics” by Istvan Kecskes in the context of the Gricean notions which offer bedrock assumptions for a number of postulates put forward by the author. Attention is paid to the Gricean view of the Cooperative Principle, the speaker’s intention and speaker meaning, as well as the status of what is said, in tandem with their conceptualisations in intercultural pragmatics.
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Fang, Fan (Gabriel). "Native-speakerism revisited: Global Englishes, ELT and intercultural communication." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 115–29. http://dx.doi.org/10.25170/ijelt.v13i2.1453.
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The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.
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Nowicka, Agnieszka. "Are differences in discourse patterns relevant for the participants of interactions in English as a lingua franca?" Investigationes Linguisticae 40 (May 31, 2019): 12–24. http://dx.doi.org/10.14746/il.2018.40.2.
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Intercultural differences in discourse patterns have been considered the most important cause of communication problems. It is less certain if these differences are relevant for talk participants in handling communication problems in intercultural interactions. The aim of the case study presented in this paper is observing if talk participants orient to intercultural differences in discourse patterns and what knowledge of these differences they have. I use ethnomethodological approach in analyzing the interaction of Polish students with their Chinese interlocutor. The interactions is an interview conducted in English as a lingua franca. I also conduct an ethnographic interview with the Polish speakers to study their knowledge concerning communication problems which appeared in their interactions with the Chinese speaker. Analyzing the ethnographic interview as interaction, I focus on the content co-construed by the interview participants.
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Abid, Nadia, and Asma Moalla. "The promotion of the good intercultural speaker through intercultural contacts in a Tunisian EFL textbook." Language and Intercultural Communication 20, no. 1 (November 4, 2019): 37–49. http://dx.doi.org/10.1080/14708477.2019.1676765.
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Willems, Gerard M. M. "Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?" Toegepaste Taalwetenschap in Artikelen 57 (January 1, 1997): 119–33. http://dx.doi.org/10.1075/ttwia.57.10wil.
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By definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS. On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists. Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.
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Idris, Mas Muhammad, and Agus Widyantoro. "Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements?" Journal of English Language Teaching and Linguistics 4, no. 1 (March 4, 2019): 67. http://dx.doi.org/10.21462/jeltl.v4i1.184.
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<p><em>In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.</em></p>
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TUDINI, VINCENZA. "Negotiation and Intercultural Learning in Italian Native Speaker Chat Rooms." Modern Language Journal 91, no. 4 (December 2007): 577–601. http://dx.doi.org/10.1111/j.1540-4781.2007.00624.x.
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Chamberlin‐Quinlisk, Carla. "Language learner/native speaker interactions: exploring adaptability in intercultural encounters." Intercultural Education 21, no. 4 (August 2010): 365–77. http://dx.doi.org/10.1080/14675986.2010.506704.
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Turistiati, Ade Tuti. "Intercultural Communication Competence: Its Importance to Adaptation Strategy towards People With Different Cultural Background." Ijtimā'iyya: Journal of Muslim Society Research 1, no. 1 (September 30, 2016): 63–78. http://dx.doi.org/10.24090/ijtimaiyya.v1i1.927.
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This paper presents experiences of a Japanese native speaker who worked as a volunteer teacher in Indonesia. Using data collected through in-depth interview and observation, this study explores, from the Japanese native speaker’s perspective and social interaction between her and Indonesian teachers as well as students. The context of the research is very limited. It examines only one volunteer assigned to teach Japanese language at a senior high school in Bandung for nine months. The result of study shows that the Japanese native speaker experienced culture shock. She had been through the U-curve with these phases: Honeymoon, Crisis, Recovery, and Adjustment. To cope with the culture shock she tried her best to adapt to Indonesian culture.Intercultural Communication Competence:Its Importance To Adaptation Strategy Towards People With Different Cultural Background <w:LsdException Locked="false" Priority="45
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Chen, Jing. "Strategies for Abating Intercultural Noise in Interpreting." Meta 52, no. 3 (November 21, 2007): 529–41. http://dx.doi.org/10.7202/016737ar.
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Abstract The nature of interpreting and the task it fulfills decide that it is an intercultural communicative act. There are two types of intercultural noise disturbing the communication process, that originating from the information sent by the source-language speaker, and that coming from the social, cultural and situational context of the communication process. Intercultural noise impedes the interpreting process and debases the quality of interpreting. If the ideal function of an interpreter is to ensure smooth communication between the primary parties, then his role is to remedy any potential intercultural noise in the channel. This paper then aims to formulate concrete intercultural noise-reducing strategies, which include long-term strategies, pre-interpreting strategies and during-interpreting strategies.
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Benabdelkader, Amira. "Expert–Novice Negotiation within Learning Opportunities in Online Intercultural Interactions." Languages 4, no. 1 (February 21, 2019): 14. http://dx.doi.org/10.3390/languages4010014.
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Computer-mediated communication (CMC) and e-communication tools have introduced new pedagogical tools and activities that contribute to the development of language learners’ academic, multilingual, and intercultural skills and competences. Moreover, CMC has reinforced communication and collaboration between individuals and educational institutions through projects of intercultural language exchanges (ILE). Most of these exchanges idealise ‘nativeness’, and assert the L1 speaker as an expert ‘by default’. These models of ILE believe that the incorporation of a L1S is key to the creation of learning opportunities. This paper contests this belief. The one-to-one online video conversations took place on Skype between language learners of English and/or French over a period of four months. The dyads comprise the following speakers’ constellations: a L1S of French with a L1S of English, and a L1S of English with an Algerian (L2/LF of French and English). To assure equity in the use of languages, I scheduled two sessions every week, one in English and the second in French. This paper investigates the expert/novice dichotomy and how it is negotiated in the learning opportunities they have created. It also casts light on the speakers’ communicative strategies and linguaculture(s) included in overcoming intercultural misunderstanding and miscommunication when using or not using their L1, French and/or English. These intercultural interactions have uncovered that the novice–expert roles alternate between the speakers despite the language of communication and their L1s. The interactants used several strategies and channels, namely pragmatic strategies such as repetition, nonverbal cues to ask for clarification and signal intercultural misunderstandings, translanguaging and their multilingual repertoires in order to construct meaning, achieve their communicative goals or in case of the lack of linguistic resources.
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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.
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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Ke, I.-Chung. "Deficient non-native speakers or translanguagers?" Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 280–300. http://dx.doi.org/10.1075/japc.26.2.06ke.
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This study investigated how the experience of a multilingual and multimodal English as a lingua franca (ELF) online intercultural exchange (OIE) influenced Taiwanese university students’ linguistic identities. Data was drawn from 26 Taiwanese students who had 10 weekly one-hour video live-chats with 18 Japanese students in 2 semesters. Taiwanese participants were interviewed on their language use and issues related to identities before, during, and after the exchange. Students’ language use patterns in the OIE and reflections on the OIE were also analyzed. Interviews revealed that the multilingual ELF experience had a liberating and empowering effect for students’ English use. In multimodal communication, they felt more comfortable using English together with other languages, evidenced by increasing productions of code-mixing utterances in later weeks. However, the anxiety of using Japanese with a native Japanese speaker still persisted. In particular, the native-speaker (NS)–nonnative-speaker (NNS) interactions constrained them to pay more attention to form and accuracy, which positioned both Taiwanese and Japanese students as either native speakers or deficient nonnative language learners.
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Errico, Elena, and Elisa Ballestrazzi. "When the speaker is a great performer." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, no. 2 (December 8, 2014): 365–81. http://dx.doi.org/10.1075/resla.27.2.06err.
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This article analyzes an interpreter-mediated speech event from Spanish into Italian. In the case study, the interactional dominance of the main speaker and his communicative style repeatedly challenge the participatory status and the face of the interpreter, who is constantly coping with the speaker’s attempts to involve her in the interaction as an entertainment resource. Although the communicative setting — a book presentation — is typical of conference interpreting events, this encounter was structured unconventionally as an informal story-telling session interspersed with several ad-libs and impromptu conversation exchanges with other participants, all interpreted in the short consecutive mode. The high degree of interactivity that emerged among the participants suggested the adoption of a qualitative multidisciplinary approach which, in addition to conference interpreting research, also draws on dialogue and media interpreting, as well as sister disciplines such as social psychology and conversation analysis in intercultural settings.
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Zavala, Virginia. "LANGUAGE AS SOCIAL PRACTICE: DECONSTRUCTING BOUNDARIES IN INTERCULTURAL BILINGUAL EDUCATION." Trabalhos em Linguística Aplicada 57, no. 3 (September 2018): 1313–38. http://dx.doi.org/10.1590/010318138653255423542.
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ABSTRACT Although Peru’s Intercultural Bilingual Education (IBE) program has been attempting to pursue new directions, it still carries many ideologies and practices that have defined it since it started half a century ago. In this article, I discuss the way some of these ideologies and practices related to language are reproduced in a preservice teacher training program in one of the capital city’s private universities, which implements a national policy of social inclusion for Quechua-speaking youth from vulnerable contexts. On the basis of diverse dichotomies (L1/L2, Spanish use/Quechua use, Spanish literacy practices/Quechua literacy practices, Quechua speaker/Spanish speaker), the program produces two types of hierarchized subjectivities: one related to the subject educated in Quechua and another related to the subject educated in Spanish, both coming from a conception of languages as discrete codes that go together with fixed ethnolinguistic groups and bounded cultural practices (GARCÍA et al., 2017). In the context of new sociocultural dynamics and bilingualisms, young students in the program subvert these divisions and begin to trace new paths for IBE and Quechua in Perú.
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Derosas, Manuela. "Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità." Anuario de Letras Modernas 14 (July 31, 2009): 189–98. http://dx.doi.org/10.22201/ffyl.01860526p.2008.14.686.
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Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.
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Koike, Dale, and Carl S. Blyth. "A metadialogic approach to intercultural dialogue." Language and Dialogue 6, no. 2 (August 11, 2016): 223–53. http://dx.doi.org/10.1075/ld.6.2.02koi.
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Our objective is to discover if metadialogic discussion by participants and researchers increases their understanding of the dialogue. We videotaped a native Spanish speaker and a fifth-semester Spanish learner from the U.S. as they discussed a conversational prompt. Next, a facilitator guided the participants in a videotaped retrospection to uncover what their thoughts and feelings had been during the original interaction. A third party then analyzed the original videotaped dialogue and compared it to the participants’ metadialogic commentary to determine accuracy and adequacy of the analysis. Results show that dialogic retrospection is an effective tool and should be incorporated into dialogue research methodology. Instead of analyzing solely a transcription of an audiotape or film, metadialogic retrospection can access hidden motivations underlying language use, leading to greater accuracy. We argue that such retrospection is necessary for understanding cognitive and psychological dimensions of co-constructing meaning in intercultural dialogue.
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Uskova, Olga, and Le Linh. "National Stereotypes of Communicative Behavior in Virtual Business Communication." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2020): 133–44. http://dx.doi.org/10.15688/jvolsu2.2020.4.12.
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The article is devoted to cross-cultural issues of virtual business communication. The urgency of this research is in finding out the causes of failures in virtual business communication between Russian and Vietnamese business partners. In the aspect of intercultural communication, national stereotypes of communicative behavior (hereinafter NSCB) that impede the effective business communication of Russian and Vietnamese speakers have been identified. In the aspect of virtual communication, based on linguistic and cultural analysis, the specifics of electronic business letters in Russian, English and Vietnamese is revealed. The results of the study indicated the following reasons of failures in virtual intercultural business communication: lack of direct interactions between business partners – speakers of different languages; representation of communicative intentions in written form; peculiarities in NSCBs, reflected in the national language; cultural differences in NSCBs of business partners; each language has its own means of verbalizing the communicative intentions associated with the NSCBs of the native speaker of that language. The study resulted in distinguishing the types of speech and etiquette violation in virtual business communication between Russian and Vietnamese partners, which might help in lessening communicative misunderstanding and achieving extra-linguistic goals of communication.
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Rismorlita, Cut Erra. "The Intercultural Approach in Japanese Speaking Learning Activities." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 222. http://dx.doi.org/10.26858/eralingua.v5i1.15759.
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Abstract. The aim of the study was to get deeply the implementation intercultural approach in Japanese speaking learning activities at senior high school. The research method is qualitative using direct observation. While the process of collecting data used documentation, video record, field note, the interview is appropriate with the research setting. The result of research found that Japanese speaking activities inside and outside the classroomhave some components, namely learning method implementation, the role of teacher and students, the role of native speaker teacher, and the material of learning. It has combined the linguistics aspect and culture to increase students’ comprehension of Japanese language and culture. Keywords: Intercultural Approach, Japanese Speaking, Learning Activities
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DEMIRCIOGLU, Serife, and Cemal CAKIR. "Intercultural Competence of Students in International Baccalaureate World Schools in Turkey and Abroad." International Education Studies 9, no. 9 (August 29, 2016): 1. http://dx.doi.org/10.5539/ies.v9n9p1.
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<p class="apa">This study investigates intercultural competence of International Baccalaureate Diploma Programme (IBDP) students and non-IBDP students and whether it is affected by some variants such as grade, gender, nationality, being a native speaker of English, living in an English speaking country and travelling abroad. The data is gathered from the Intercultural Sensitivity Scale (ISS) and the demographic part. The results reveal that there isn’t a significant difference in ISS scores of IBDP students, but there is a significant difference in ISS scores between IBDP and non-IBDP students. The ISS scores differed in gender, grade and living in an English speaking country.</p>
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Moloney, Robyn Anne. "Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia." Language, Culture and Curriculum 26, no. 3 (November 2013): 213–28. http://dx.doi.org/10.1080/07908318.2013.829081.
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Takkaç Tulgar, Ayşegül. "A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish." International Journal of Multicultural Education 20, no. 3 (October 30, 2018): 80. http://dx.doi.org/10.18251/ijme.v20i3.1686.
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This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
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Idris, Mas Muhammad. "Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 628–36. http://dx.doi.org/10.17509/ijal.v9i3.23213.
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Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.
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Kohn, Kurt. "MY English: a social constructivist perspective on ELF." Journal of English as a Lingua Franca 7, no. 1 (March 26, 2018): 1–24. http://dx.doi.org/10.1515/jelf-2018-0001.
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Abstract In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.
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Zhu, Xiaomei. "Teaching Chinese Culture in College English Classes in the Context of Outreaching Strategy." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 870. http://dx.doi.org/10.17507/tpls.0907.18.
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Although a consensus has been reached internationally on the importance of teaching home culture in foreign language education, this is still debated in China. By ignoring cultural factors, some regard English as simply a tool and believe linguistic skills to be the core of English teaching, especially in teaching English to non-English major students. Most, on the other hand, have recognized the intertwined relationship between language and culture, thus support intercultural language teaching. As Byram (1997) notes that both home culture and target culture are parts of the knowledge an “intercultural speaker” should possess. In spite of the growing emphasis that has been placed on intercultural communication competence (ICC) by policy makers in the context of “Chinese Culture Going Global Strategy”, it is neglected in practice and is still in secondary status. This phenomenon is especially widespread in integrating Chinese culture into college English courses and there are many problems and challenges in its implementing. Therefore, after discussing the rationales of involving Chinese culture in teaching college English, some suggestions are provided.
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Fant, Lars, and Fanny Forsberg Lundell. "Keeping up appearances: Impression management in native and non-native speakers of four languages." Intercultural Pragmatics 16, no. 1 (March 5, 2019): 1–25. http://dx.doi.org/10.1515/ip-2019-0001.
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Abstract Seven groups with ten people in each participated in a simulated activity in which they played the part of employees asking their boss for two days of leave. Four groups were made up of native speakers of British English, Metropolitan French, Chilean Spanish, and Swedish, respectively; the remaining three groups being non-native speakers of British English, Metropolitan French, and Chilean Spanish, with Swedish as their L1, who were long-time residents of their respective host countries. The aim of the study was to investigate the patterns of impression management that emerged in the different participant groups. Two dimensions of comparison were in focus: one regarding intercultural differences between the native speaker groups, and the other concerning non-native speakers’ alignment with local patterns of behavior. The analysis shows little variation among the three groups with regard to profession-oriented strategies, whereas divergences related to affective variables were considerably greater. The non-native speakers exhibited a generally high degree of alignment to local patterns in all three national contexts, although lower degrees of alignment appeared with regard to variables specifically reflecting common Swedish national self-images.
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Hülmbauer, Cornelia. "A matter of reception: ELF and LaRa compared." Applied Linguistics Review 5, no. 1 (April 1, 2014): 273–95. http://dx.doi.org/10.1515/applirev-2014-0012.
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AbstractThis article addresses the conceptual differences and commonalities between two modes of intercultural communication: English as a lingua franca (ELF) and Lingua Receptiva (LaRa). While the former is more frequent and wide- spread but disputed for reasons of monolingual dominance, the latter is lesser known und contextually restricted but praised for preserving linguistic diversity. The article takes such common presumptions as a starting point for a detailed comparative investigation of the concepts ELF and LaRa. The first section is dedicated to the overall language frameworks of the two modes. It thus points to their constellational specificities and the notions of locality and context involved in them. The second part takes a closer look at the speaker/hearer perspectives assumed in ELF and LaRa as well as at the different manifestations of linguistic variability and accommodation emerging from them. The third part is then concerned with the assumedly most prominent dividing points between lingua franca and lingua receptiva, namely issues of range, linguistic diversity and eventually the relative degree of plurilinguality exhibited in the two modes. In a final comparative summary of the points raised, the article ultimately comes to the conclusion that ELF and LaRa are not at all mutually exclusive but overlapping communicative modes. It thus argues that intercultural speakers could profit from using them in a complementary fashion.
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Fernández García, Francisco, and Carmen María Sánchez Morillas. "Spanish vs. English disagreement: An analysis of cultural and situational variation." ELUA, no. 35 (May 4, 2021): 93. http://dx.doi.org/10.14198/elua2021.35.5.
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This paper highlights the results of an intercultural study within the theoretical frame of (im)politeness about the way in which Spanish and English speakers manage situations of disagreement. However, in order not to ignore the internal variation that in each culture exists, cultural contrasts are analysed while simultaneously taking into account situational variation. This study is based upon a questionnaire carried out among 240 informants. Using open questions, both qualitative and quantitative methodology is employed. As regards (im)politeness, the rapport management theory by Spencer-Oatey (2002, 2008) is the model employed for reference. The replies of the informants are analysed regarding their possible reaction to a situation of disagreement in different contextual frames. It is observed whether the speaker does or does not express disagreement, as well as the way it is expressed (mitigated, open or boosted) and the kind of strategies that are employed.
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Xie, Chaoqun, and Juliane House. "Some aspects of pragmatics." Pragmatics and Cognition 17, no. 2 (August 18, 2009): 421–39. http://dx.doi.org/10.1075/pc.17.2.10xie.
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Part of current pragmatics research aims at opening up new avenues of inquiry by revisiting and revising some of its central topics and keywords, such as implicature, explicature, truth, varieties of meaning, meaning inference, relevance, politeness, and face. This review article attempts to contribute to this endeavor by making some comments on and beyond Kecskes and Horn’s (2007) Explorations in Pragmatics: Linguistic, Cognitive and Intercultural Aspects. With reference to certain Chinese linguistic and interactional actualities, this paper argues, among other things, that a speaker who conveys some truth to a hearer does not necessarily mean that the speaker is committed to that truth, that people with little social power may also manipulate the power of words in actual interaction, and that when it comes to making politeness evaluations, what one does may turn out to be more important and decisive than what one says.
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Rivers, Damian J. "Evaluating the self and the other: Imagined intercultural contact within a ‘native-speaker’ dependent foreign language context." International Journal of Intercultural Relations 35, no. 6 (November 2011): 842–52. http://dx.doi.org/10.1016/j.ijintrel.2011.08.003.
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Ovalle, Brynne D., and Rahul Chakraborty. "Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda." Perspectives on Global Issues in Communication Sciences and Related Disorders 3, no. 1 (May 2013): 22–33. http://dx.doi.org/10.1044/gics3.1.22.
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This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.
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Worawong, Kanoknate, Kanjana Charttrakul, and Anamai Damnet. "Promoting Intercultural Competence of Thai University Students through Role-Play." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 37. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.37.
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The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project- based activities (the CEFR-PBA). The study also examines Thai university students’ attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003). Data collection gained was from 1) videotape recordings of students’ role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory’s color coding (Strauss & Cobin, 1990) will be utilized in analyzing the qualitative data from raters’ additional comment. Findings revealed students’ NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive.
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Kučiš, Vlasta, and Simona Majhenič. "Cultural and stress-related manifestations of political controversial language in the European Parliament from the view of interpreters." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 1 (June 13, 2018): 33–62. http://dx.doi.org/10.1075/babel.00024.kuc.
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Abstract Translation and interpreting are not only linguistic activities, but also to a large extent primarily activities of cultural transfer. Transcultural communication displays complexity, diversity and readiness for conflict in communicative interaction, so the interpreter/translator, as an intercultural mediator, is assigned a special communicative role in this regard. This article examines how interpreters at the European Parliament deal with controversial language rendering evaluative components of political statements as well as whether there is a rise in stress-related disfluencies in the interpretation of such statements and whether intonation (dis)similarities between the source text and the interpretations occur in the context of cultural and lexical know-how. Seven excerpts from four sessions of the European Parliament in the last six years and their interpretations into Croatian, Slovene, English, French and German were analysed from the point of view of stress and culture. Deviations in pitch and intensity levels of both the speaker and the interpreters were calculated and statistically compared in the light of differing cultural know-how. The intonation results for these interpreting examples showed that all the interpreters followed the speaker’s pitch deviations to a certain extent. Analysis of politically-controversial statements also revealed that more than 80% of the interpretations selected contained stress-related disfluencies and almost 70% contained some form of discrepancy with the source text at a lexical level. The interpretations therefore largely contained fewer negative evaluative components of controversial language than the speakers in the European Parliament.
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Padilla Cruz, Manuel. "Understanding and overcoming pragmatic failure in intercultural communication: From focus on speakers to focus on hearers." iral 51, no. 1 (February 1, 2013): 23–54. http://dx.doi.org/10.1515/iral-2013-0002.
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Abstract For learners to communicate efficiently in the L2, they must avoid pragmatic failure. In many cases, teachers' praxis centres on the learner's performance in the L2 or his role as a speaker, which neglects the importance of his role as interpreter of utterances. Assuming that, as hearers, learners also have a responsibility to avoid pragmatic failure, this paper endorses the relevance-theoretic view of communication, its explanation about why misunderstandings arise, and the belief that the learner's sophistication in understanding is not the same as that of a native. Therefore, it argues that learners must be taught to be cautious optimistic hearers. As a result, learners will be able to reject interpretations of utterances, which, due to the linguistic or cultural incompetence of their native or non-native interlocutors in the L2 system, they are led to regard as relevant enough although their interlocutors may have expected them to arrive at a different interpretation.
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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.
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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.
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Kessler, Benedikt, and Almut Küppers. "A Shared Mission." Scenario: A Journal of Performative Teaching, Learning, Research II, no. 2 (July 1, 2008): 3–24. http://dx.doi.org/10.33178/scenario.2.2.2.
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Seit über zwanzig Jahren wird dem interkulturellen Lernen von Seiten der Pädagogik, der Fremdsprachendidaktik und vieler anderer Disziplinen große Aufmerksamkeit gewidmet. Die Theoriebildung ist weit ausdifferenziert; gleichzeitig ist zu konstatieren, dass manches Modell zur Implementierung der interkulturellen kommunikativen Kompetenzen (IKK) weit hinter seinen umfassenden theoretischen Ansprüchen zurückbleibt. Das Konzept der Interkulturellen Dramapädagogik stellt eine innovative methodische Antwort auf die Diskrepanz zwischen Anspruch und Wirklichkeit des interkulturellen Fremdsprachenunterrichts dar, indem es das Potenzial der Dramapädagogik für das interkulturelle Lernen und die Entwicklung der interkulturellen Handlungskompentenzen systematisch nutzt. Im folgenden Beitrag wird nach einer kurzen pädagogischen Standortbestimmung zunächst die Schnittstelle zwischen Dramapädagogik und interkultureller kommunikativer Kompetenz dargestellt. Es werden Zielsetzungen miteinander verglichen und Gemeinsamkeiten vorgestellt. In ihrer holistischen Ausrichtung weisen IKK und Dramapädagogik große Schnittmengen auf, die es für einen interkulturell ausgerichteten Fremdsprachenunterricht im Sinne einer Identitätsentwicklung zum intercultural speaker nutzbar zu machen gilt. Seit über zwanzig Jahren wird dem interkulturellen Lernen von Seiten der Pädagogik, der Fremdsprachendidaktik und vieler anderer Disziplinen große Aufmerksamkeit gewidmet. Die Theoriebildung ist weit ausdifferenziert; gleichzeitig ist zu konstatieren, dass manches Modell zur Implementierung der interkulturellen kommunikativen Kompetenzen (IKK) weit hinter seinen umfassenden theoretischen Ansprüchen zurückbleibt. Das Konzept der Interkulturellen Dramapädagogik stellt eine innovative methodische Antwort auf die Diskrepanz zwischen Anspruch und Wirklichkeit des interkulturellen Fremdsprachenunterrichts dar, indem es das Potenzial der Dramapädagogik für das interkulturelle Lernen und die Entwicklung der interkulturellen Handlungskompentenzen systematisch nutzt. Im folgenden Beitrag wird nach einer kurzen pädagogischen Standortbestimmung zunächst die Schnittstelle zwischen Dramapädagogik und interkultureller kommunikativer Kompetenz dargestellt. Es werden Zielsetzungen miteinander verglichen und Gemeinsamkeiten vorgestellt. In ihrer holistischen Ausrichtung weisen IKK und Dramapädagogik große Schnittmengen auf, die es für einen interkulturell ausgerichteten Fremdsprachenunterricht im Sinne einer Identitätsentwicklung zum intercultural speaker nutzbar zu machen gilt.
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Luo, Wen-Hsing. "A study of Taiwanese university students’ English use, learning goals and attitudes toward English as a lingua franca." Studies in Second Language Learning and Teaching 8, no. 4 (December 30, 2018): 775–94. http://dx.doi.org/10.14746/ssllt.2018.8.4.4.
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This study investigates Taiwanese university students’ experience of English use, aims of learning English and attitudes toward English as a lingua franca (ELF). The notion of ELF has been researched in the field of English language teaching. However, English teaching practice targeting native-speaker (NS) norms is still prevailing in English classrooms. To better respond to learner needs of using English in the age of globalization, this study explores learners’ English learning and use in relation to their attitudes toward ELF. Research methods including interviewing and questionnaire survey were employed to collect data from English majors at a university in Taiwan. The study finds that the learners were aware of the communicative value of ELF and actually used ELF in intercultural communication. The learners’ use of English in context affected their attitudes toward ELF and aims of learning English. It is found that the learners preferred English conforming to NS norms; yet, they wished to learn local variation of English concerning accents and word use. In light of the findings, the author suggests that English teachers incorporate an ELF perspective into English instruction and help learners develop intercultural awareness and competencies.
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Sung, Chit Cheung Matthew. "Implementing a Global Englishes component in a university English course in Hong Kong." English Today 31, no. 4 (November 2, 2015): 42–49. http://dx.doi.org/10.1017/s0266078415000383.
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With the global spread of English and the emergence of different varieties of English around the world, World Englishes (WE) researchers have argued for the recognition of ‘Englishes’ in the plural and called for the need to acknowledge the diversity of English (Kachru, 1985, 1997). Apart from WE researchers who are interested in investigating nation-bound varieties of English in different parts of the world, a growing number of researchers have begun to examine the phenomenon of English as a Lingua Franca (ELF) communication, given the growth of intercultural exchanges worldwide (Jenkins, 2000, 2007; Seidlhofer, 2011). Whilst WE researchers are primarily concerned with how varieties of English differ from each other, ELF researchers are interested in exploring how speakers of different Englishes communicate with each other in contexts where English is the common language. For example, these ELF researchers have studied the communicative and pragmatic strategies which people from different lingua-cultural backgrounds use to communicate with one another through English as a common resource in order to achieve mutual intelligibility (Seidlhofer, 2011). Despite their different focuses, both WE and ELF researchers deal with the same global phenomenon of English use and the pluricentricity of English, and share similar ideas about the ownership of English, and language contact and change (Seidlhofer, 2011). A relatively new field, Global Englishes (GE) (Galloway & Rose, 2013, 2014; Jenkins, 2014), has thus emerged to bring together researchers from both WE and ELF. With an inclusive orientation, GE places less emphasis on native speaker English, emphasizes the diversity of English, and questions the relevance of native speaker norms for English Language Teaching (ELT) (see Galloway & Rose, 2015).
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Kohn, Kurt, and Petra Hoffstaedter. "Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education." Computer Assisted Language Learning 30, no. 5 (April 3, 2017): 351–67. http://dx.doi.org/10.1080/09588221.2017.1304966.
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Schneider, Edgar W. "Leisure-activity ESP as a special case of ELF: the example of scuba diving English." English Today 29, no. 3 (August 15, 2013): 47–57. http://dx.doi.org/10.1017/s026607841300031x.
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It is well known that native speakers of English around the globe are by far outnumbered today by speakers of English as a second or as a foreign language (Crystal, 2008). English is thus regularly used as a lingua franca, i.e. an intermediary language used between speakers of various linguistic backgrounds, for transnational and intercultural communication in many domains of life (such as business, diplomacy, higher education, tourism, etc.). The study of conditions of using ‘English as a Lingua Franca’ (ELF), intrinsically connected to the fields of World Englishes and Second Language Acquisition (Schneider, 2012), has come to be a booming sub-field and topic of research in English linguistics over the past few years, as is indicated by the publication of a few textbooks, the establishment of a conference series, and the launch of a scholarly journal (JELF). The focus of these approaches has been on the functions, usage conditions, and practical applications of ELF (Seidlhofer, 2011), and also, though to a lesser extent, on any characteristic structural properties (Dewey, 2007; Jenkins, Cogo & Dewey, 2011; Cogo & Dewey, 2012). Clearly, ELF can be found in a wide range of possible applications and contexts, as Cogo & Dewey (2012: 31) have stated: ‘As a natural phenomenon of sociolinguistic variation, ELF includes all types of communicative events, from the transactional to the interactional, and various possible settings, such as the institutional and the casual.’ It is considered to be independent of the interactants' native-speaker status: prototypically ELF involves communication between non-native speakers of English, but sometimes native speakers participate in such encounters as well. It centrally involves accommodation, negotiation and adjustment of forms to achieve successful communication.
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Komiya Samimy, Keiko, and Chiho Kobayashi. "Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers." JALT Journal 26, no. 2 (November 1, 2004): 245. http://dx.doi.org/10.37546/jaltjj26.2-7.
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Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。
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Hyun, Yangwon. "Preserving Harmony First, then Conveying Information: Asian Ways of Interpreting as Maintaining Rapport at a Korean Trans-National Corporation in Thailand." MANUSYA 20, no. 3 (2017): 61–84. http://dx.doi.org/10.1163/26659077-02003004.
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The significance of interpreter-mediated intercultural business interactions between Koreans and Thais has increased dramatically with the advent of globalization and the emergence of Translation Studies, yet there have been very few attempts to carry out research on acts of interpreting in that context. This study aims to investigate how two Asian professional interpreters deal with conflict situations in interpreter-mediated intercultural business communication contexts. It also analyzes motivations underlying the ways in which they managed conflict. The data was collected by ethnographic observation and interviews, and recorded in field-notes. By using a pragmatic approach to interpretation, the findings show that the two Asian professional interpreters used three rapport-oriented strategies for managing conflicts: replacing original utterances with mitigating expressions, avoiding interpreting rapport-sensitive utterances, and adding positive remarks. Their main motivation for choosing these strategies was to maintain harmonious relationships between the primary interlocutors, in some cases also including non-participant third parties. These findings clearly show that the professional Asian interpreters went beyond the task of conveying what one primary interlocutor wanted to say to another. Through active and deliberate revisions, omissions or additions to interpretations, they firstly upheld harmonious interpersonal relationships, then transferred information from one speaker to another. The empirical results are discussed with regards to Buddhism in Thailand and Confucianism in South Korea.
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Johnson, Neil H., and Jonathan deHaan. "Strategic Interaction 2.0." International Journal of Strategic Information Technology and Applications 4, no. 1 (January 2013): 49–62. http://dx.doi.org/10.4018/jsita.2013010104.
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The potential of web-based 2.0 technology for teaching and assessing intercultural pragmatics has become an area of focus for language educators (Cohen, 2008; Belz, 2005, 2006). Research has highlighted that second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts (Bardovi-Harlig & Mahan-Taylor, 2003). Without effective instruction, differences in pragmatics are evident in the English of learners regardless of their first language background or language proficiency. In EFL contexts, such as Japan, where learners have limited exposure to native speaker norms, teaching and learning pragmatic competence can be particularly challenging. The authors describe an ongoing curriculum development project in a Japanese university context, where the goal is to design and implement an effective approach to teaching interlanguage pragmatics. Digitally enhanced Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations that are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor. Data analysis from pre- and post- written discourse completion tasks suggests that learners are able to use language in more context sensitive ways having engaged with the teaching/learning cycle design.
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Malyuga, Elena, Nataliia Poliakova, and Barry Tomalin. "Syntactic Constructions Featuring Multifunctional Sentence Components in the Language of Modern Business Media." International Journal of English Linguistics 9, no. 4 (June 27, 2019): 58. http://dx.doi.org/10.5539/ijel.v9n4p58.
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The paper summarises research findings concerned with the study of functional and cognitive properties of multifunctional sentence components used in the framework of business communication, as well as their actualisation in the context of the speaker’s linguistic identity. While such components appear understudied, they largely shape the linguacultural profile of a given language. Therefore, a study promoting accurate perception of their properties may lay the ground for a better and more productive intercultural business interaction. The study considers language units functioning at different levels in English, French and Russian to single out the types and functions of syntactic relationships registered in these languages, as well as the means of their expression. The study shows that as far as syntactic constructions featuring multifunctional coordinating components are concerned, their specifics is manifested not only in the set of coordinating means, but also in the peculiarities of their functioning.
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Hanci-Azizoglu, Eda Basak. "A bilingual university student’s acculturation process in the United States: A linguistic case study for culturally responsive curriculum development." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (June 24, 2020): 291–318. http://dx.doi.org/10.31704/ijocis.2020.010.
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The present study explores and investigates how a Korean-English bilingual speaker is influenced by her native culture during her acculturation process in the United States (U.S.). This linguistic research study is designed around three main themes. The first theme is the cultural adaptation process of the participant, which is analyzed based on the participant’s perceptions about Korean daily life and customs. The second theme refers to exploring the participant’s acculturation process within the U.S. along with her socialization stages. For the third theme, the participant’s intercultural awareness towards her native culture is explored. The interview data analysis confirmed that the participant experienced a culture shock within her first school year in the U.S. The findings of the interviews indicate that the participant applied particular strategies to overcome her culture shock in order to adapt a new way of life, which would be informative for improving culturally responsive curriculum development strategies.
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Sarbasova, V. N. "LANGUAGE AS A KEY COMPONENT IN THE STRUCTURE OF NATIONAL IDENTITY OF FUTURE TEACHERS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 150–54. http://dx.doi.org/10.51889/2020-2.1728-5496.26.
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The language is considered by the author as a determinant, a key component of the future teacher’s national identity. Particular importance of studying language as a key component in the structure of national identity of future teachers gains in the context of language policy in Kazakhstan, according to which all the languages of the peoples of Kazakhstan are declared a national treasure, historical and cultural heritage of the country. Language as the main mechanism of the unity of the people, the preservation and development of cultural and spiritual heritage promotes interethnic harmony, a tolerant attitude towards representatives of other ethnic communities. The teacher, as a native speaker of language and speech behavior, performs professional tasks, including: developing value orientations of students, respecting the language, culture, traditions of his and others nations, readiness for constructive intercultural dialogue and interaction. The effective solution of professional tasks depends on the linguistic competence of the teacher as an integral part of professional competence
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Alkhawaldeh, Ahmad. "Code-Switching Between Arabic and English: Reasons, Types and Attitudes as Expressed by EFL Female Students at Imam Muhammad Ibn Saud Islamic University." International Journal of English Linguistics 9, no. 6 (October 13, 2019): 135. http://dx.doi.org/10.5539/ijel.v9n6p135.
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This is a preliminary qualitative quantitative survey of the code-switching reasons, forms and attitudes as expressed by Imam Muhammad ibn Saud Islamic University language and translation female students. To achieve this purpose, seventy (70) students responded to an open questionnaire on the various reasons, forms of code-switching and attitudes towards code-switching during the summer semester, 2018. The results revealed that eminent among the reasons behind code-switching was the desire to speak two languages. As for the types of code-switching, these included, according to the participants, switches within the sentence (intrasentential CS), switches that occur at sentence boundary level (intersentential CS) between Arabic and English and switches at the beginning and at the end (Tag CS) of the sentence. As for the attitudes toward code-switching, these were mainly split between those who were positive towards code-switching to indicate, for instance, that the speaker is more knowledgeable and holds a higher educational qualification and rank and those who were negative towards this phenomenon. Also, the study pointed to those participants who expressed their admiration of their mother tongue having strong faith in its communicative potentiality. Other attitudes encompassed mixed attitudes towards code-switching and the need to restrict using code-switching to certain intercultural situations. Based on the results of the study, the researcher recommends that further in-depth studies are demanded to investigate the various variables that constitute this sociolinguistic behavior and how co-switching may be perceived by some as an avenue for further intercultural and global communication. Meanwhile, the pedagogical implications of CS need to be investigated.