Literatura científica selecionada sobre o tema "Lingua Franca Core (LFC)"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Lingua Franca Core (LFC)".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Lingua Franca Core (LFC)":
1
Rashid Shah, Sayyed, e Abdullah Al-Bargi. "Intelligibility: The Goal of Language Learning and Teaching". Journal for the Study of English Linguistics 4, n.º 1 (17 de fevereiro de 2016): 1. http://dx.doi.org/10.5296/jsel.v4i1.9045.
Resumo:
<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>
2
Thir, Veronika. "International intelligibility revisited". 25 years of Intelligibility, Comprehensibility and Accentedness 6, n.º 3 (6 de outubro de 2020): 458–82. http://dx.doi.org/10.1075/jslp.20012.thi.
Resumo:
Abstract The Lingua Franca Core (LFC) proposes that NURSE is the only vowel quality important for international intelligibility, yet research findings regarding this issue are mixed. Moreover, it is unclear whether phonetic (rather than phonemic) substitutions of NURSE also affect international intelligibility more negatively than other phonemic vowel substitutions, though this seems unlikely on the basis of considerations of functional load (FL). This study compares the international intelligibility of two vowel substitutions typical of Austrian learners of English: the phonetic replacement of NURSE with a rounded and diphthongized vowel, and the phonemic replacement of TRAP with a vowel close to cardinal [e]. The findings suggest that, contrary to the LFC but in line with FL considerations, the phonetic substitution of NURSE is more intelligible to an international audience than the substitution of TRAP with [e]. However, differences in intelligibility between the two substitutions were largely ‘neutralized’ once contextual support was available.
3
Zoghbor, Wafa Shahada. "Teaching English pronunciation to multi-dialect first language learners: The revival of the Lingua Franca Core (LFC)". System 78 (novembro de 2018): 1–14. http://dx.doi.org/10.1016/j.system.2018.06.008.
4
Ugarte Olea, Marco Sandro Antonio. "The Lingua Franca Core: A Plausible Option?" HOW 26, n.º 2 (1 de agosto de 2019): 75–87. http://dx.doi.org/10.19183/how.26.2.479.
5
Nagy, Tünde. "English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language". Acta Universitatis Sapientiae, Philologica 8, n.º 2 (1 de dezembro de 2016): 155–66. http://dx.doi.org/10.1515/ausp-2016-0024.
Resumo:
Abstract The analysis of English as a lingua franca (ELF) has received considerable attention over the years. There has been a lot of research done both on the morpho-syntactic properties of ELF interactions and the communication strategies used by ELF speakers in order to facilitate communication and avoid misunderstandings. Given the fairly large number of findings, the question arises whether ELF should be introduced in the curriculum or replace EFL (English as a Foreign Language). I believe that although ELF data are significant and can benefit teaching English as a foreign language, they cannot replace EFL, especially because English as a lingua franca is primarily a communication tool and not a language variant. Also, while there have been other models suggested as alternatives to teaching a standard version of English, none of these models seem practical enough or have proven applicable in the classroom. After giving an overview of the research done on English as a lingua franca, with a special emphasis on the notion of lingua franca core, the study reflects on the repercussions of ELF findings on teaching English as a foreign language.
6
Dauer, Rebecca M. "The Lingua Franca Core: A New Model for Pronunciation Instruction?" TESOL Quarterly 39, n.º 3 (1 de setembro de 2005): 543. http://dx.doi.org/10.2307/3588494.
7
Budroni, Paolo. "About Open Science and Autonomy of Science". Data Intelligence 3, n.º 1 (fevereiro de 2021): 52–63. http://dx.doi.org/10.1162/dint_a_00077.
Resumo:
This article invites us to a concise walk through the past, offering insights defined by the major challenges science encountered during the centuries. Some lessons for today and tomorrow are enumerated in the three sections of the article, and they go beyond the relatively few perspectives offered by today's Data Science: Open Science (OS) is what has always happened and is nothing new, because science has always sought to be open. Esthetical values played a relevant role in the past. Former scientists recognized the intrinsic relation between the way they opened science and the way they followed the principles of beauty and the sense of esthetic. Their groundbreaking heritage still inspires us in being ready to open new ways in science. Whereas Latin was the original lingua franca of European science, and English is the recent lingua franca, the new lingua franca is software. Pieces of software are the filter, which connect researchers to the world, through layers of data. They assist in observing, in choosing, and in selecting. Open scientists should be aware of the fact that their autonomy in science depends on the quality of these pieces. Another lesson is that ethics—regarded as a source of innovative activities—must be a core component of innovative processes in OS, because society needs a responsible use of data and algorithms in corresponding practices that serve OS.
8
Prodromou, Luke. "Is ELF a variety of English?" English Today 23, n.º 2 (abril de 2007): 47–53. http://dx.doi.org/10.1017/s0266078407002088.
Resumo:
ABSTRACTThis article discusses recent attempts to describe English as a lingua franca (ELF). In it, I will consider claims made for ELF as a variety of English ‘with a life of its own’, which is said to be emerging among users of English for whom it is not their mother tongue. I examine a number of weaknesses in the case made for ELF by a school of thinking in mainland Europe, focusing on: the role of the native speaker in ELF; the relationship between ELF and Standard English; and the search for a grammatical common core for contexts in which English is used as an international lingua franca. The article draws on research which suggests that the aspect of Standard English which may be inappropriate for ELF is not in the grammatical system but the area of idiomaticity. I conclude with a consideration of the pedagogic implications of the ELF debate.
9
Park, Joseph Sung-Yul, e Lionel Wee. "English as a Lingua Franca: Lessons for language and mobility". Multilingual Margins: A journal of multilingualism from the periphery 1, n.º 1 (6 de novembro de 2018): 40. http://dx.doi.org/10.14426/mm.v1i1.21.
Resumo:
Greater mobility of people in the globalising world foregrounds the inherent problemsof an ideology of language as a bounded entity and the unequal relations of powerthat shape experiences of mobility. In this paper, we consider how these problems canbe interrelated in research on language and mobility through a critical evaluation ofcurrent research on English as a lingua franca (ELF), particularly what we refer to asthe ‘ELF research project’, exemplified by the work of Jenkins and Seidlhofer. TheELF project aims at a non-hegemonic alternative to English language teaching byidentifying a core set of linguistic variables that can facilitate communication betweenspeakers of different linguistic backgrounds. We provide a critical examination ofthe project by problematising its narrow conceptualisation of communication asinformation transfer and its inability to address the prejudices that speakers may stillencounter because they speak the language ‘differently’. In our discussion, we arguethat investigation of language in the context of mobility requires serious rethinkingon the level of both theory and political stancetaking: a theory of language that doesnot take account of the fluid, dynamic, and practice-based nature of language willhave considerable difficulty in proposing a cogent critique of social inequalities thatpermeate the lives of people on the move.
10
Aydinli, Ersel. "Methodology as a Lingua Franca in International Relations: Peripheral Self-reflections on Dialogue with the Core". Chinese Journal of International Politics 13, n.º 2 (2020): 287–312. http://dx.doi.org/10.1093/cjip/poaa003.
Resumo:
Abstract Scholarly dialogue between ‘core’ and ‘periphery’ or ‘West/non-West’ in many disciplinary communities has become an issue of discussion in recent decades, spawned in part by increased expectations in many periphery communities of being published in core journals, and complicated by factors such as the linguistic hegemony of English and concerns about access. The International Relations (IR) discipline has been at the forefront of this discussion. However, despite widespread awareness of the issue, and a dedicated push for greater emphasis on local theorising out of the periphery, the cutting edge of global IR scholarship still remains core dominant. This article proposes that a focus on ‘quality’ methodology, in the broadest possible sense of having transparent and effectively applied research designs, could serve as a lingua franca to promote the exchange of ideas in a way less prone to disadvantage periphery scholars. The article goes on to examine this issue by focusing on the case of the Turkish IR disciplinary community. It looks at how methodological issues are currently considered in Turkish IR pedagogy and scholarship and then offers a self-reflective assessment of the quality of methodology in Turkish IR. It concludes by offering suggestions on how the Turkish IR disciplinary community could better address methodological issues and, ultimately, perhaps achieve greater impact within the global IR community.
Teses / dissertações sobre o assunto "Lingua Franca Core (LFC)":
1
Zoghbor, Wafa Shahada Khalil. "The effectiveness of the Lingua Franca Core (LFC) in improving the perceived intelligibility and perceived comprehensibility of Arab learners at post-secondary level". Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9635.
Resumo:
The status of English as a lingua franca (ELF) has become an increasingly popular topic in Applied Linguistics. It has been suggested that the native speakers (NSs) and their pronunciation models have become relatively unimportant in international communication. This results in a lively discussion of which pronunciation model to use in classrooms (Dauer, 2005). Jenkins (2000) proposed the Lingua Franca Core (LFC): a list of features which she presumes to be the minimum required to result in intelligible communication among non-native speakers (NNSs) and should form the basis upon which the pronunciation syllabus of learners of English as a Lingua Franca (ELF) should be designed. The purpose of this study is to investigate the effectiveness of a pronunciation syllabus based on the LFC in improving the intelligibility and comprehensibility of Arab learners in comparison to learners of the traditional pronunciation syllabus (based on Received Pronunciation and/or General American). The potential effect of the syllabus was determined by implementing a quasi-experimental approach and semi-structured interviews within which the buzzer-technique was implemented. This research found that learners of the LFC syllabus scored relatively higher in comparison to the learners of the traditional pronunciation syllabus in terms of intelligibility and comprehensibility scores. The difference, however, between both groups remained insignificant. The degrees of intelligibility and comprehensibility were influenced by several factors. The interviewee's knowledge about the phonology of Arabic and exposure to non-native varieties facilitated intelligibility and comprehensibility. Negative attitudes towards certain phonological features, in most instances, did not impede intelligibility and/or comprehensibility. The research also gives support to most of the core features in the LFC except the rhotic /r/, quality of the long vowel /ɜː/, and word stress in words of more than two syllables. While this research implies the need to modify the LFC pronunciation syllabus based on the Arab learners’ phonology, further research is still required to investigate the pronunciation syllabus needs for learners in other contexts.
2
Warsame, Ramlah. "The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43163.
Resumo:
This study aims to explore teacher beliefs on accents in the classroom and how they affect classroom practices as well as the teachers views on the LFC approach. Furthermore, the study investigates whether there exists a possible disconnect between teachers and the Swedish National Agency for Education when it comes to deciding what approach to take when teaching English pronunciation. The study is based on semi-structured interviews with five Secondary school and Upper Secondary School English teachers in Sweden, whose work experience ranged from six months to 22 years. The study found that the teachers with more experience were more likely to prefer the inner circle English accents and use them as a benchmark for correctness. Phenomena like the native-speaker ideal, which means to idealize native speakers and view them as better speakers of English, can be linked to the teachers age and experience. Moreover, some teachers expressed feeling pressure from students to sound native-like and felt disfavored as some schools showed a preference for hiring native speakers as English teachers. Thus, a haloeffect for teachers speaking with an inner-circle English accent was identified, which affects students’ and employers’ perception of non-native EFL-teachers. The study also found that while some of the teachers were familiar with the Lingua Franca Core model, none of them had taught it. The study concludes that there is a disconnect between the teachers and Skolverket’s steering documents, as most of the teachers felt that Skolverket does not explicitly call for pronunciation teaching and were unsure of the demands. Furthermore, this calls for clearer demands from Skolverket as well as re-formation programs for experienced teacher to change their beliefs on non-native accents.
3
sundin, anton, e Viktor Wenell. "Of Pronunciation and Correctness : The current impossibility of ensuring equitable pronunciation education in Sweden". Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43377.
Resumo:
This paper aims at investigating how upper secondary school teachers of English in Malmö, Sweden abide by the curriculum criteria of having their learners develop correctness in speech, as well as what support English teachers receive with regard to pronunciation teaching from official steering documents. Furthermore, this paper attempts to critically evaluate and discuss potential options for pronunciation models or standards in education which hold sway in contemporary research. Through qualitative interviews with four upper secondary school teachers of English, the findings of this study indicate a discrepancy between the participants’ views on how ‘correctness’ should be interpreted as well as their methods for teaching and assessing pronunciation. In addition, none of the participants explicitly expressed a subscription to any particular pronunciation model or standard, but rather that they focused on intelligibility over native speaker accent accuracy. Through personal communications with the Swedish National Agency for Education (Skolverket) and a university professor of English at a teacher education programme, tendencies are observable of attempts at shifting responsibility for interpreting, understanding, and applying the syllabi, ultimately leaving individual teachers to uphold the demand of an equitable education through subjective interpretations of pronunciation teaching. The implications of this study suggest that the field of pronunciation teaching in both Swedish and international context is still underdeveloped and in desperate need of further research. Whilst this study may have limited reach or impact on the field as such, it may serve as an indicator for the problem at large for teachers, researchers and educational agencies as well as promoting an awareness of issues in the equitability of pronunciation teaching. This paper may also serve as a basis for discussion in teacher teams or other educational opportunities for teachers on the development of coherent pronunciation constructs.
Livros sobre o assunto "Lingua Franca Core (LFC)":
1
Lacey, Joseph. Switzerland Versus the Lingua Franca Thesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796886.003.0009.
Resumo:
The goal of this chapter is to understand how Switzerland has managed to turn a linguistic make-up that is centrifugally explosive in theory into one that is relatively benign in practice. On the one hand, it is argued that numerous historical particularities and political decisions have served to curtail the centrifugal forces that are presumed to be typical of political systems constituted by linguistically demarcated public spheres. On the other hand, Switzerland serves to corroborate a core hypothesis of this project, namely that the institutionalization of democratic legitimacy will produce powerful centripetal effects on the political community. In sum, a host of factors help to explain why Switzerland does not fall apart, but it is its quality of democracy that is largely responsible for keeping it together.
2
Roberts, Anthea. Project Design. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190696412.003.0002.
Resumo:
This chapter introduces some of the study’s main concepts. It situates this study within a growing body of comparative international law scholarship and describes how international law should be understood as a transnational legal field, drawing on concepts from sociology. It explains why the study focuses on academics and textbooks, and examines “elite” law schools from the five permanent members of the Security Council, along with what these approaches highlight and obscure. It introduces concepts that are important for the study, including: nationalizing, denationalizing, and westernizing influences; notions of the core, semiperiphery, and periphery; and English as international law’s lingua franca. Finally, it highlights some methodological points and limits, including that the study does not attempt to distinguish between factors that reflect and reinforce different understandings of and approaches to international law and that it largely captures a snapshot in time rather than providing a full historical overview.
Capítulos de livros sobre o assunto "Lingua Franca Core (LFC)":
1
Neeley, Tsedal. "The Lingua Franca Mandate". In The Language of Global Success, 13–26. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196121.003.0002.
Resumo:
This chapter sets the stage with the dramatic announcement by Hiroshi Mikitani, CEO of Rakuten, informing his 10,000 employees, of which over 7,100 are Japanese nationals, that from that day forward they would need to speak English in the workplace. In two years, they would be required to clear a proficiency test or risk demotion. This chapter introduces three employees who represent the categories that make up the core of the book. The first is Kenji, a Japanese engineer gripped by shock and fear that his years of hard work with the company will count for naught, who then receives the technical and emotional support to practice new English language skills. Next is Robert, a native English-speaking marketing manager from the United States, thrilled that the company is switching to his native language and who anticipates an easy career advance only to have his sense of privilege curtailed by new, daily work requirements, followed by a trip to Japan where his cultural blinders begin to loosen. Finally, there is the German IT technician, Inga, who is pleased by the announcement, who hopes it will streamline her work process—and learns that it does once she climbs the steep and often frustrating learning curve.
2
Lohne, Kjersti. "Networks of Global Justice-Making". In Advocates of Humanity: Human Rights NGOs in International Criminal Justice, 68–97. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198818748.003.0003.
Resumo:
The chapter analyses how the NGOs organize in order to promote the ICC, and in doing so, engages networks as an empirical and conceptual feature of what makes the global. In doing so, the grounded and contextualized method of ethnography enables recognition of ‘friction’, of awkward disconnection and unevenness in the transnational networks of global justice-making. The first part examines the networked structure of NGOs at the ICC, and the centrality of the Coalition for the International Criminal Court (CICC) and its core member NGOs. Against the structural inequalities and disconnections of transnational networks, the second part shows how the CICC manage to claim a role as reflecting the global civil society in international criminal justice by largely controlling the ‘who’ and the ‘what’ of civil society participation in the politics around the ICC. At the same time, they stimulate the idea of the ‘transnational’ as a particular space for political engagement by operating as mediators between different geographical scales (local, national, regional, global), and by using law as the lingua franca between NGOs, states, and the ICC. Through representing ‘humanity’ in global justice-making, human rights NGOs serve an important role in international criminal justice as providers of moral authority. Animated by these claims to authority and representations, the final part of the chapter critically examines NGO participation against these claims, finding that they are too embedded in the field of international criminal justice to claim a position of being beyond that of externality, and of vested interest.
3
Elsner, James B., e Thomas H. Jagger. "R Tutorial". In Hurricane Climatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199827633.003.0005.
Resumo:
This chapter is a tutorial on using R. To get the most out of it, you should open an R session and type the commands into the console as you read the text. You should be able to use copy-and-paste if you have access to an electronic version of the book. All code is available on the book’s Web site. Science requires transparency and reproducibility. The R language for statistical modeling makes this easy. Developing, maintaining, and documenting your R code is simple. R contains numerous functions for organizing, graphing, and modeling your data. Directions for obtaining R, accompanying packages, and other sources of documentation are available at http://www.r-project.org/. Anyone serious about applying statistics to climate data should learn R. The book is self-contained. It presents R code and data (or links to data) that can be copied to reproduce the graphs and tables. This reproducibility provides you with an enhanced learning opportunity. Here we present a tutorial to help you get started. This can be skipped if you already know how to work with R. R is the ‘lingua franca’ of data analysis and statistical computing. It helps you perform a variety of computing tasks by giving you access to commands. This is similar to other programming languages such as Python and C++. R is particularly useful to researchers because it contains a number of built-in functions for organizing data, performing calculations, and creating graphics. R is an open-source statistical environment modeled after S. The S language was developed in the late 1980s at AT&T labs. The R project was started by Robert Gentleman and Ross Ihaka of the Statistics Department of the University of Auckland in 1995. It now has a large audience. It is currently maintained by the R core-development team, an international group of volunteer developers. To get to the R project Web site, open a browser and, in the search window, type the keywords “R project” or directly link to the Web page using http://www.r-project.org/. Directions for obtaining the software, accompanying packages, and other sources of documentation are provided at the site.
Trabalhos de conferências sobre o assunto "Lingua Franca Core (LFC)":
1
Wahyuningrum, Rida. "Jenkin's Lingua Franca Core and Autistic Children's EFL Speech Sound Production". In Fourth Prasasti International Seminar on Linguistics (Prasasti 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/prasasti-18.2018.48.
2
Morota, Hidetsugu, Hiroshi Suzuki, Takashi Sakihama, Hesham R. Nasif e Hiroshi Sano. "Risk-Informed and Defense-in-Depth Oriented Plant Design Approach". In 2012 20th International Conference on Nuclear Engineering and the ASME 2012 Power Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/icone20-power2012-54810.
Resumo:
Defense-in-Depth is the basis of safety design of nuclear plants, and refined and strengthened year by year. Nowadays, the importance of it has been further highlighted triggered by the accident at Fukushima Daiichi Nuclear Power Station. Accidents described previously have been shown it could not care enough to uncertainty related to design, construction, maintenance and operation has exposed. It’s the lessons learned of that is to say to reduce uncertainty of design is the use of risk informed is essential. Therefore, the establishment of the design approach that uses risk informed consideration of the Defense-in-Depth is an important theme. Defense-in-Depth is a measure which prevents the increase of the event frequency and core damage in consideration of the degree of safety margins, redundancy, diversity and consideration of radiation safety due to core damage and security. The plant designers and utilities have made efforts to ensure safety utilized conventional design technique, which means deterministic, and risk information, in order to incorporate Defense-in-Depth concepts. To consider Defense-in-Depth in the design phase, various requirements should be taken into consideration. It has been coming to be able to perform more rational and quantitative judgment by utilization of risk information. In that case, while the designers of various fields will work in cooperation to ensure safety, if there are common utilization schemes for risk information among designers, more efficient and rational design works can be advanced in consideration of Defense-in-Depth. However, conventionally, it is hard to say that such schemes have functioned in order that designers may advance design works in collaboration. This research intends to generate the schemes which advance design works in sharing the same risk information databases, which mean various risk indications etc), in other words, the schemes which will become lingua franca for utilizing risk information, in case of nuclear plants designs.