Artigos de revistas sobre o tema "Lingua Franca Core (LFC)"
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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.
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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.
11
Wong, Ruth. "Non-native EFL Teachers’ Perception of English Accent in Teaching and Learning: Any Preference?" Theory and Practice in Language Studies 8, n.º 2 (1 de fevereiro de 2018): 177. http://dx.doi.org/10.17507/tpls.0802.01.
Resumo:
This study studied the accent perception of a group of non-native pre-service EFL teachers in Hong Kong in order to see whether native English norm is of their preference for teaching and learning. Results found that participants all preferred traditional native English as learning model and seemed to have overlooked the principle of intelligibility, even there had been calls for using lingua franca core as learning model. Results show that participants all preferred using native English to be the model of teaching and learning. Among all the native English varieties, participants preferred the accent from the United Kingdom though not all could identify the accent they preferred. The study showed there was a mismatch between what the participants preferred and their ability of identifying accents of different kinds.
12
Margolis, Rebecca. "Translating Jewish Poland into Canadian Yiddish: Symcha Petrushka’s Mishnayes". TTR 22, n.º 2 (3 de novembro de 2010): 183–202. http://dx.doi.org/10.7202/044829ar.
Resumo:
In 1945, with European Jewry in ruins, Polish-born Symcha Petrushka published the first of six volumes of his Yiddish translation and interpretation of the Mishna. Produced in Petrushka’s adopted home in Montreal, the Mishnayes was conceived as a work of popularization to render one of the core texts of the Jewish tradition accessible to the Jewish masses in their common vernacular, and on the eve of World War II Yiddish was the lingua franca of millions of Jews in Europe as well as worldwide. However, in the aftermath of the Holocaust and the destruction of the locus of Yiddish civilization and millions of speakers combined with acculturation away from Yiddish in Jewish population centres in North America, Petrushka’s Mishnayes remains a tribute to the vanished world of Polish Jewry.
13
Rahimi, Mehrak, e Sahar Ruzrokh. "The impact of teaching Lingua Franca Core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation". Asian Englishes 18, n.º 2 (3 de maio de 2016): 141–56. http://dx.doi.org/10.1080/13488678.2016.1173466.
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Sultana, Sharmin. "Need Analysis: An Invaluable Step for Successful Autonomous Learning". English Language Teaching 11, n.º 7 (6 de junho de 2018): 37. http://dx.doi.org/10.5539/elt.v11n7p37.
Resumo:
English as a lingua franca now requires the Bangladeshi people to learn this global language with the current demands of the competitive world. What is widely accepted is that a vast majority of Bangladeshi graduates are neither capable to stand out globally as efficient communicators in English nor accomplished enough to meet the challenges of the real world which implies that there are some short comings with the fulfillment of their needs. Hence, the paper investigates the complex world of multi-faced needs of the students at tertiary level, and highlights core consideration for analyzing these needs through a keen eye on the roots of problems. The research combines not only qualitative but also quantitative methods where research paradigm is pragmatic. Finally, the paper shows that need analysis can certainly be invaluable in successful implementation of autonomous learning among students enabling them to take responsibilities of learning in their own hands.
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Choi, Seung-Hee, e Jin-Soo Park. "The Comparisons of Pronunciation Teaching in Lingua Franca Core and IMO Maritime English Model Course 3.17 for Global Communication at Sea". Journal of Navigation and Port Research 40, n.º 5 (31 de outubro de 2016): 279–84. http://dx.doi.org/10.5394/kinpr.2016.40.5.279.
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Coulthard, Lisa, Tanya Horeck, Barbara Klinger e Kathleen McHugh. "Broken Bodies/Inquiring Minds: Women in Contemporary Transnational TV Crime Drama". Television & New Media 19, n.º 6 (27 de abril de 2018): 507–14. http://dx.doi.org/10.1177/1527476418768001.
Resumo:
This special issue concentrates on a dominant trend in contemporary transnational crime television: quality dramas featuring serial criminals who break the bodies/psyches of young women or children, thereby attracting the inquiries of female detectives who have suffered trauma themselves. This trend has generated resources, industrial partnerships, avid viewers, and, importantly for the authors here, feminist commentary across continents. We reframe the debate over whether these shows are feminist or misogynist by exploring staples of transnational language that underwrite their popularity in disparate national markets. In fact, we address the paradoxical gender-based violence and female empowerment at their core as crucial to their transnational legibility by tracking recurring elements that circulate a gendered and raced lingua franca rooted in fundamentals of media aesthetics: strategies of storytelling and genre, modes of perception, and the production of affect. Ultimately, these programs raise questions about cultural currencies of televised feminism in the digital era.
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Miller, David, e Jen Nelles. "Order out of Chaos: The Case for a New Conceptualization of the Cross-Boundary Instruments of American Regionalism". Urban Affairs Review 56, n.º 1 (21 de maio de 2018): 325–59. http://dx.doi.org/10.1177/1078087418773905.
Resumo:
In the absence of consensus about which organizations matter or are the “right” manifestations of American regional intergovernmentalism scholarship has had to develop an imprecisely defined and tacitly circulated perception of regions and the cross-boundary organizations that embody them. Even where effort has been made to establish a broad and consistent definition for regional cross-boundary organizations these standards have been applied loosely and with notable exceptions. We argue that the lack of conceptual precision and consensus, to date, makes large-scale comparative research difficult and prone to potential blind spots. We offer a framework within which we can unify these different pieces. Rather than focusing on organization type, or geographical scales, we propose a system of identifying and studying regional organizations by five core attributes. We submit these regional intergovernmental organizations (RIGOs) as a conceptual lingua franca that transcends organizational nomenclature and statistical constructs and enables broad, methodologically rigorous, comparative research.
18
Prodanovska-Poposka, Vesna. "A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION". CBU International Conference Proceedings 5 (23 de setembro de 2017): 778–83. http://dx.doi.org/10.12955/cbup.v5.1024.
Resumo:
Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.
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Cernicova-Buca, Mariana. "Language Preferences in Romanian Communication Sciences Journals: A Web-Based Analysis". Publications 9, n.º 1 (11 de março de 2021): 11. http://dx.doi.org/10.3390/publications9010011.
Resumo:
In modern times, English has become the lingua franca of science, dominating journal publishing ecologies. Multilingual journals keep up the flag, many researchers arguing that, especially in the case of social sciences and humanities, diversity of languages is an asset. In Romania, in the absence of national databases or repositories, the first task to understand linguistic preferences for scientific communication is to map the ground. The study extracted information on Romanian communication sciences journals from four major databases. Out of the 22 identified journals, only eight are dedicated solely to communication sciences, grouped in two poles of communication sciences schools, where doctoral studies in the field have been established. While English dominates the publication world, multilinguistic journals also appear, prevailing in traditional multicultural regions such as Transylvania–Banat. The future of multilingual journals depends on, among other factors, the capacity of the European Union to promote linguistic diversity for scientific purposes. Meanwhile, Romanian journals in communication sciences work towards increasing their impact. Research findings have practical and policy implications, the core idea being that Romanian editors need to strive for better standards in publication and showcase the journals better on the journal’s webpage.
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Peñuela, Diana Carolina. "Using Metacognitive Strategies to Raise Awareness of Stress and Intonation". Colombian Applied Linguistics Journal 20, n.º 1 (16 de fevereiro de 2018): 91–104. http://dx.doi.org/10.14483/22487085.12383.
Resumo:
Few studies have analyzed the impact of language awareness and metacognitive strategies for intelligibility in the context of English as an International Language. This qualitative action research study examined the impact of using three metacognitive strategies: overviewing, goal setting, and self-evaluating to raise adult learners’ awareness of stress and intonation at a private language center in Bogotá. Ten participants enrolled in an advanced English course showed lack of awareness of the use of suprasegmentals (stress or intonation) to communicate intelligibly in a preliminary oral interview. The implementation took three cycles. Each one lasted an hour every day for two weeks. During the first week, the participants were trained to use one metacognitive strategy. During the second week, they identified a suprasegmental feature from video or audio input. Finally, they monitored the use of such a feature through the strategy they had learnt in the first week. The data collection instruments were learning logs, recorded artifacts, and field notes. The results showed that students raised awareness in a triadic process that involves metalinguistic, learning, and self-awareness. Results may be useful to revisit the current teaching of pronunciation and to provide insights about the use of elements from the lingua franca core in the Colombian context.
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Pasko, Oleh, Mykola Hordiyenko, Fuli Chen, Yarmila Tkal e Yulia Abraham. "Mapping Global Research on International Financial Reporting Standards: A Scientometric Review". International Journal of Financial Research 12, n.º 3 (21 de janeiro de 2021): 116. http://dx.doi.org/10.5430/ijfr.v12n3p116.
Resumo:
For the purpose to provide scholars with a more quantifiable and visualized snapshot of the realm of IFRS research (lingua franca in global business today) we conducted a scientometric review of 973 articles related to the issue published during the period from 2009 to 2020 and indexed in the Web of Science Core Collection. The findings show that the number of related articles has been increasing year by year. The global research on IFRS has been produced chiefly in the USA, England, Australia, China and Germany which not only generated majority of the high-yielding research institutions as well as productive authors but also countries of origins most of the prolific journals. Among the innumerable subject matters debated in these selected papers key are earnings management, information disclosure quality, accounting standards, the impact of IFRS, value relevance, and IFRS adoption. Since 2009, IFRS research bursts can be divided into three stages: 1) the period from 2009 to 2011 - mainly focused on the discussion of the concepts of IAS and IFRS; 2) the period from 2012 to 2014 turned to the theoretical level, and 3) from 2016 to 2020 when the research focused on the practical level. This scientometric review would complement and enrich existing literature by incorporating a quantitative perspective into it.
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Rosenberg, Peter Klaus. "Ethnicity in motion? German language islands in Brazil and Russia". Gragoatá 22, n.º 42 (13 de julho de 2017): 44–91. http://dx.doi.org/10.22409/gragoata.v22i42.33462.
Resumo:
Today, German language islands in Russia and Brazil are on the way to language shift. On this way, the varieties of these communities display certain features of decomposition and simplification in terms of morphology. Regular and irregular morphology, however, are developing differently: while case reduction is the main characteristic of regular noun inflection, in personal pronouns case distinctions are maintained. Results are presented from a research project about language change in case morphology of German language islands with 125 speakers living in close contact to the majority populations in Brazil and Ruguage obsolescence as from language emergence which has been the subject of linguistic research in the past. Through its comparative perspective, it seems possible to accoussia. The core idea of the project is the assumption that we can learn as well from lannt for internally or externally induced linguistic change. Language decay is apparently not just disorder, not amorphous, but somehow structured. Certain lexical classes are more subject to reduction than others, and some residual features retain morphological “core” functions (in terms of case semantics). Language change is accelerated in times of blurring sociolinguistic differences and fading linguistic norms as an implication of losing ethnic boundaries. The recent co-officialization of minority languages in Brazil might slow down these processes. In a transcultural approach, teaching of Pomeranian as minority language (alongside the national language) could stabilize the local linguistic community, building a bridge to the High German standard language, and even to English as a lingua franca of international communication.
23
Čebron, Neva. "Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project". Studies in Second Language Learning and Teaching 7, n.º 2 (30 de junho de 2017): 211–32. http://dx.doi.org/10.14746/ssllt.2017.7.2.3.
Resumo:
The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of critical cosmopolitanism (Holliday 2012) and intercultural communicative competence (Byram 1997 and 2012). The activities in the modules promote a view of culture as a negotiated „process” among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any “essentialist” attitudes and simplistic overgeneralisation of “otherness.” The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a lingua franca, a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of “linguaculture” (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speake’s first language. The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.
24
Tréguer-Felten, Geneviève. "The role of translation in the cross-cultural transferability of corporate codes of conduct". International Journal of Cross Cultural Management 17, n.º 1 (1 de janeiro de 2017): 137–49. http://dx.doi.org/10.1177/1470595817694659.
Resumo:
Multinationals’ corporate codes of conduct are meant to guide employees throughout organizations. Research draws attention to their problematic cross-cultural transferability but hardly ever considers whether a monolingual version or a translation into employees’ mother tongue is used, making language a non-issue. A position disproved by empirical work on the diverse understandings of values formulated in English as a lingua franca or on translation negative impact when employees do not recognize themselves in the personnel depicted. Drawing upon the translation (from English into French) of a specific code of conduct that embeds it in the local culture, I contend that translation is the key to corporate code cross-cultural transferability. Articulating a cross-cultural discourse analysis (using semantic, syntactic and enunciative categories) of the source and target texts with a culture interpretive approach (d’Iribarne, 1989, La Logique de l’Honneur. Paris: Seuil.), I ‘deconstruct’ the translation process and show how the combination of apparently insignificant linguistic modifications – that is, collective staff designations replacing individual ones or vice versa; moral qualities turned into social or professional merits; and so on – make the target-text steer away from the initial cultural context and set action in a new cultural setting likely to entail a similar effect on the staff. The cultural underpinnings of the translated code find confirmation in local organizations’ corporate codes of conduct as well as in literature on the targeted country. The findings also highlight the fact that the transposition of the corporate code core notions brings about different manners of putting them into practice. Applying such an interdisciplinary approach to explore either locally produced or translated corporate codes of conduct could highlight the beliefs and business norms acceptable here and there and help practitioners to successfully perform the advocated cross-cultural transfer of corporate codes of conduct.
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Almusharraf, Norah. "English as a foreign language learner autonomy in vocabulary development". Journal of Research in Innovative Teaching & Learning 11, n.º 2 (10 de agosto de 2018): 159–77. http://dx.doi.org/10.1108/jrit-09-2018-0022.
Resumo:
Purpose An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development. Originality/value When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.
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"English as a Headliner in the Course of Engineering and its Impact on the Career". International Journal of Recent Technology and Engineering 8, n.º 4 (30 de novembro de 2019): 7206–7. http://dx.doi.org/10.35940/ijrte.d5268.118419.
Resumo:
Learning a language and acquiring mastery over the language is important to have progression in the competitive field of profession. English language paves the way to have a strong foothold in one’s profession. It is not just a language of communication but it is the lingua franca across the globe. It is the core component in the field of education, technology, employment, intellectuality and career. Proficiency in English helps engineers land on some of the best paid jobs in the country. The focus of this paper is to scale the present milieu of the technical world, role and importance of communication in it, and the need for an engineer to sustain his talent as well as succor the world with technical skills and communication skills
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Brawerman Albini, Andressa. "A oralidade na era do Inglês como Língua Franca: percepções de professores de inglês em formação". Diálogos Pertinentes 14, n.º 2 (3 de março de 2020). http://dx.doi.org/10.26843/dp.v14i2.3208.
Resumo:
O presente trabalho tem por objetivo investigar como os professores de inglês em formação percebem o aspecto da oralidade dentro do contexto do Inglês como Língua Franca (ILF). O instrumento utilizado para averiguar esta questão foi um questionário aplicado a estudantes de Letras Português-Inglês de uma universidade pública, contendo perguntas relacionadas à oralidade (compreensão e produção oral e pronúncia) e às emoções dos alunos quanto ao ensino de língua inglesa. Estudos sobre ILF, inteligibilidade e Lingua Franca Core servem de referencial teórico, fundamentado principalmente em pesquisas desenvolvidas por Jenkins (2000), Walker (2010), Jenkins et al. (2011), Canagarajah (1999, 2005, 2006) e House (2012). Após a análise das respostas ao questionário, verificou-se que os estudantes dão grande importância ao ensino e à prática das habilidades orais e preocupam-se com a inteligibilidade e a compreensão mútua. Conclui-se, então, que há grande influência do ILF na formação desses estudantes, o que leva a crer que a principal contribuição deste estudo seja conscientizar os estudantes e futuros professores de inglês que é possível comunicar-se eficazmente, sem medo de errar, sabendo que conhecer uma outra língua envolve vários aspectos que vão além da precisão da fala.
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Gonçalves, Alison Roberto, e Rosane Silveira. "Intelligibility research in Brazil: empirical findings and methodological issues". Revista Horizontes de Linguistica Aplicada 14, n.º 1 (17 de setembro de 2015). http://dx.doi.org/10.26512/rhla.v14i1.1384.
Resumo:
Abstract
The current paper addresses intelligibility, a dimension used to assess second language speech, which has also been proposed as one of the goals in pronunciation instruction. Studies carried out on this construct in Brazil are revisited (BECKER, 2013; CRUZ, 2005; 2006; 2008, 2012a, 2012b; CRUZ; PEREIRA, 2006; GONÇALVES, 2014; REIS; CRUZ, 2010; RIELLA, 2013; SCHADECH, 2013), and their main findings are discussed taking into account Jenkins’ (2002) Lingua Franca core. Furthermore, methodological issues are discussed, pointing out the different foci of the studies conducted in Brazil, the variables examined by the Brazilian studies at present, and the myriad of variables contemplated by international studies that still need investigation in the Brazilian context. Some of these variables are related to the speaker/listener or are of linguistic nature (e.g., L2 proficiency, accent familiarity, lexical frequency), all of which could help us to understand the intelligibility construct. Finally, the paper brings concluding remarks about the investigation of intelligibility and possible implications for the classroom and the research realms.
Keywords: Intelligibility; Brazilian English; Research method; Pronunciation assessment.
A pesquisa em inteligibilidade no Brasil: resultados empíricos e questões metodológicas
Resumo
Este artigo tem como foco a inteligibilidade, uma dimensão utilizada para avaliar a fala na segunda língua, que também foi proposta como uma das metas para o ensino de pronúncia na sala de aula. Estudos realizados no Brasil são revisitados BECKER, 2013; CRUZ, 2005; 2006; 2008, 2012a, 2012b; CRUZ; PEREIRA, 2006; GONÇALVES, 2014; REIS; CRUZ, 2010; RIELLA, 2013; SCHADECH, 2013) e os principais achados desses estudos são discutidos, levando-se em consideração a proposta de Jenkins (2002), o Lingua Franca core. Por fim, questões metodológicas são discutidas, ressaltando os diferentes focos estabelecidos nos estudos sobre inteligibilidade, assim como a miríade de variáveis contempladas em estudos internacionais que ainda precisam ser incorporadas em investigações no território nacional. Algumas dessas variáveis estão relacionadas ao falante, ao ouvinte, ou são de natureza linguística (proficiência na língua estrangeira, familiaridade com o sotaque, frequência lexical). Por fim, são apresentadas conclusões sobre os estudos envolvendo inteligibilidade e possíveis implicações para a sala de aula e para a pesquisa de cunho aplicado.
Palavras-chave: Inteligibilidade; Inglês brasileiro; Método de pesquisa. Avaliação da pronúncia.
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"Peranan Keterampilan Berbahasa Inggris Dalam Industri Pariwisata". Journey : Journal of Tourismpreneurship, Culinary, Hospitality, Convention and Event Management 2, n.º 1 (25 de dezembro de 2019): 71–82. http://dx.doi.org/10.46837/journey.v2i1.42.
Resumo:
Tourism industry in Indonesia is being greater and greater. World Bank even considered as the core business of Indonesia. The development of this industry should be in line with the development of human resources’ quality, especially in communicating in English. This was designed as library research aiming at diving deeper into the roles of English in tourism dan hospitality industries. There is 1 problem analyzed through this writing which was how are the roles of English in tourism industry? The data were collected through some relevant journals on English for tourism, the roles of English in the hospitality and tourism industries, as well as the importance of English in the hospitality and tourism industries. It was found that English possesses several important roles. They are communicative role, integrative role, lingua-franca role, relationshipfostering role, usiness/ economic role, and functional role. Based on those important roles, it is essential for those who are will to work in the hospitality and tourism industries to be able to communicate in English. Keywords: Roles, Skill, English, Tourism Industry
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Anh, Ngo Phuong. "TEACHING ENGLISH INTONATION TO VIETNAMESE STUDENTS OF ENGLISH: TONICITY AND TONE". VNU Journal of Foreign Studies 33, n.º 6 (1 de dezembro de 2017). http://dx.doi.org/10.25073/2525-2445/vnufs.4205.
Resumo:
English intonation is often regarded as diffcult to teach in the foreign language classroom. However, its communicative value is of importance, with tonicity (nucleus placement / focus) singled out as one of the few prosodic features of the Lingua Franca Core (Jenkins, 2000). This study adopts an experimental approach to investigate the effects of intonation training among Vietnamese learners of English in tertiary education in Vietnam, looking at tonicity and tone. 27 second-year English major students at a Vietnamese university were recruited. Participants were split into the experimental group (EG, n=16) and the control group (CG, n=11). The research was implemented in an intonation training course of ten 150-minute classes taken by the EG, each class consisting of group discussion and intonation training. Quantitative data were collected from EG and CG on their ability to perceive and produce intonation focus and tonal differences in English using intonation pre-tests and post-tests. The results reveal a statistically signifcant difference in performance between EG and CG in perception and production of tonicity and tone. EG performed better in perception than production and in tonicity than in tone, and performance improved signifcantly over the period of training.
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Cekaite, Asta, e Ann-Carita Evaldsson. "Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers". Multilingua 36, n.º 4 (1 de janeiro de 2017). http://dx.doi.org/10.1515/multi-2016-0020.
Resumo:
AbstractIn this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of children’s play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novice’s marginal social position, and the child’s rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.
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Grin, François. "Translation and language policy in the dynamics of multilingualism". International Journal of the Sociology of Language 2017, n.º 243 (1 de janeiro de 2017). http://dx.doi.org/10.1515/ijsl-2016-0051.
Resumo:
AbstractMany of Fishman’s contributions to understanding language in society stress the importance of dynamics, drawing attention to the complex interplay of micro-, meso- and macro-level factors from which an integrated pattern emerges. Our understanding of language dynamics, therefore, should encompass processes unfolding at various levels and provide accounts that do justice to these interactions, while delivering an analysis broad enough to constitute a sensible basis for successful language policy. Such concerns, illustrated in particular by Fishman’s work on reversing language shift, call for revisiting this issue by focusing on the role of translation. Translation is linked to language dynamics, and it is both a conduit of language policies and a condition for their success, but these interconnections need to be explicitly acknowledged. Whereas translation studies often approach translation itself as a self-contained process, it certainly emerges from multilingual contexts, but is also, at least in part, dependent on language policies. Translation contributes to the maintenance of linguistic diversity and societal multilingualism which are, reciprocally, dependent upon the practice of translation. This examination confirms the ongoing soundness of the fundamentals of Fishman’s approach to “language-in-society” and helps to assess some recent criticism toward core notions of classical sociolinguistics that Fishman helped develop and disseminate, such as multilingualism, which is being called into question by current notions such as “English as a lingua franca” and “languaging”. The very existence of translation as a social, economic and political practice suggests that societal multilingualism cannot satisfactorily be described without resorting to classical sociolinguistic concepts like “named” languages, mother tongue and domain, which are crucial to successful policies and, hence, to the maintenance of the linguistic human rights to which Fishman’s work has made such essential contributions.