Englishes in Practice最新文献

Vocabulary Change in Process Writing: Effect of Text Structure Instruction 过程写作中的词汇变化:篇章结构指导的影响

Englishes in Practice Pub Date : 2023-09-01 DOI: 10.2478/eip-2023-0001

Sachi Oshima

引用次数: 0

The use of technology in teaching ELF pronunciation: a help or a hinderance? 技术在ELF发音教学中的应用:是帮助还是阻碍?

Englishes in Practice Pub Date : 2023-09-01 DOI: 10.2478/eip-2023-0002

Paul Raine

引用次数: 0

Navigating Boundaries through Knowledge: Intercultural Phenomena in ELF Interactions 通过知识导航边界:ELF互动中的跨文化现象

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0004

Satomi Kuroshima, Blagoja Dimoski, Tricia Okada, Yuri Jody Yujobo, Rasami Chaikul

{"title":"Navigating Boundaries through Knowledge: Intercultural Phenomena in ELF Interactions","authors":"Satomi Kuroshima, Blagoja Dimoski, Tricia Okada, Yuri Jody Yujobo, Rasami Chaikul","doi":"10.2478/eip-2022-0004","DOIUrl":"https://doi.org/10.2478/eip-2022-0004","url":null,"abstract":"Abstract This study investigates intercultural phenomena in the process of recognizing cultural boundaries in online English as a lingua franca (ELF) video conferencing-based interactions. The recorded interactions between 20 conversational pairs were analyzed by adopting conversation analysis as an analytic framework. The participants’ intercultural perspectives are demonstrated through the action sequence of verifying the recipient’s knowledge status, informing, and complimenting, which are built by adopting category relevant knowledge of the cultural backgrounds of the recipients. The findings thus suggest that the participants employ knowledge of their own cultural repertoire in exchanges with unfamiliar cultural values as they navigate boundaries based on practical reasoning. More specifically, the participants categorize one another and use their procedural knowledge about familiar cultural practices of their own and the other’s country while displaying one’s affiliation to the recipients. This study concludes that ELF speakers’ experiences of navigating boundaries during first encounters are organized according to the method they use to negotiate and accommodate their cultural affinity, which is significant as it confirms that these practices are shared beyond a particular cultural domain.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116790497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Speech Rhythm in Ghanaian English: An Analysis of Classroom Presentations 加纳英语的语言节奏:课堂演讲分析

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0002

C. F. Lomotey, Gifty Osei-Bonsu

{"title":"Speech Rhythm in Ghanaian English: An Analysis of Classroom Presentations","authors":"C. F. Lomotey, Gifty Osei-Bonsu","doi":"10.2478/eip-2022-0002","DOIUrl":"https://doi.org/10.2478/eip-2022-0002","url":null,"abstract":"Abstract It has been argued that prosodic features (e.g. stress, rhythm, or intonation) contribute significantly to production and comprehension among speakers of English. While it is easy to come across studies that focus on these features in native Englishes, the same cannot be said of Englishes outside native speaker contexts, especially regarding rhythm in academic discourse, although such results greatly enhance our understanding of this prosodic phenomenon. This study examined rhythm in academic Ghanaian English, using Liberman and Prince's (1977) Metrical Phonology theory. Lessons were recorded from 24 lecturers in a public university in Ghana and analyzed using the computerized speech laboratory (CSL). Cues measured were duration, pitch, and amplitude to help determine the rhythmic patterns of these lecturers. The results suggest that the rhythmic patterns produced bear similarities as well as differences with those produced by inner circle speakers. The preponderance of rhythmic patterns of strong-strong and weak- strong or strong-weak syllables in certain words presented exceptions to the theory. Based on this, it is argued that Ghanaian English appears to be a more syllable-based than a stressed-based variety, and so teachers might consider using a variety local and familiar to students in order to achieve intelligibility.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129445246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English as a Multilingua Franca and ‘Trans-’ Theories 作为一门多语言的英语和“跨”理论

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0001

Tomokazu Ishikawa

{"title":"English as a Multilingua Franca and ‘Trans-’ Theories","authors":"Tomokazu Ishikawa","doi":"10.2478/eip-2022-0001","DOIUrl":"https://doi.org/10.2478/eip-2022-0001","url":null,"abstract":"Abstract The research field of English as a lingua franca (ELF) is concerned with global communication among English users, in which English is most often a part, not the whole, of their communicative repertoires. The notion of English as a multilingua franca (EMF) repositions English within multilingualism to foreground multilingual situations, influences, and practices inherent in global encounters (Jenkins, 2015). This paper attempts to further the theoretical development of EMF in light of the theories du jour in applied linguistics, namely the ‘trans-’ theories of translanguaging and transmodal, transcultural communication. A review and integration of literature on these areas makes clear more similarities than differences between EMF and ‘trans-’ theories, which together highlight the limited role of any named language, mode, or culture in both online and offline interactions at a global scale. It is hoped that beyond any ideologically fixed construct, future research in the ELF field explores how English users collaboratively (or uncollaboratively) take advantage of wider multilingual, multimodal, and multicultural resources while engaging in translingual, transmodal, and transcultural practices.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122437575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Changing perceptions of English among Japanese teachers in Brussels 布鲁塞尔日本教师对英语观念的改变

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0003

Yuta Mogi

{"title":"Changing perceptions of English among Japanese teachers in Brussels","authors":"Yuta Mogi","doi":"10.2478/eip-2022-0003","DOIUrl":"https://doi.org/10.2478/eip-2022-0003","url":null,"abstract":"Abstract Study abroad (SA) is regarded as a successful way to develop learners' English skills and intercultural understanding, and has also been incorporated into teacher training programs. Against this backdrop, KLF (English as a lingua franca)-oriented research which investigates Japanese pre-service and practicing teachers' evolving views of English propelled by their SA experiences has started to appear. This study, which is set in a nihonjingakkō in Brussels, sought to contribute to this area of research by examining the principal and English teachers' perception of English and its inÁuence on their pedagogy and school's English education policy. Nihonjingakkō is a full-time day school for children of Japanese expatriates, and Japanese teachers are sent from the government of Japan, teach at the appointed schools for several years, and subsequently return to their work in Japan. The article demonstrates that while the school principal and English language teachers appreciated the diversity of English, the school's English education policy and classroom teaching were shaped by native-speakerism ideology and traditional assumptions of Standard English as the only recognized variety. Based on the study's findings, I make suggestions which can advance integration of KLF into KLT in nihonjingakkō and mainstream schools in Japan.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"24 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113985274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Corpus Analysis of Loanword Effects on Second Language Production 外来词对第二语言生产影响的语料库分析

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0005

Jonathan Ferries

引用次数: 0

Short-Term Study Abroad: Developing Global Englishes Awareness 海外短期学习:培养全球英语意识

Englishes in Practice Pub Date : 2022-04-01 DOI: 10.2478/eip-2022-0006

G. Humphreys

{"title":"Short-Term Study Abroad: Developing Global Englishes Awareness","authors":"G. Humphreys","doi":"10.2478/eip-2022-0006","DOIUrl":"https://doi.org/10.2478/eip-2022-0006","url":null,"abstract":"Abstract English use in many short-term study abroad (STSA) contexts is often more fluid than in its common representation in language education. Based on such representation, students may develop perspectives towards effective language use as fixed on standard norms. Experiences of communication during STSA may help students form new perspectives towards English use, linked to Global Englishes (GE), which accounts for the fluidity of English use in global communication contexts. The formation of new perspectives may be evident in GE understandings, i.e., pluralistic over monolithic awareness of English, recognition of linguistic diversity among English users, acceptance of variability in English language use, and recognition of the role of English as lingua franca (ELF). This qualitative interview study investigated the development of GE awareness among 15 Japanese university students participating in different STSA. Semi-structured interviews were conducted pre-sojourn, post-sojourn, and six months later. A thematic analysis of the interviews revealed that while perspectives towards learning remained focused on standard norms, new GE awareness and practices emerged following social contact with other international students in linguistically and culturally diverse settings. The paper argues that the learning potential of multilingual and multicultural STSA experiences should be emphasised over “target” language focus on standard language norms.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117258336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Emancipating myself, the students and the language: Brazilian teachers’ attitudes towards ELF and the diversity of English 解放自我、解放学生、解放语言:巴西教师对ELF和英语多样性的态度

Englishes in Practice Pub Date : 2017-10-01 DOI: 10.1515/eip-2017-0003

A. Cogo, Sávio Siqueira

{"title":"Emancipating myself, the students and the language: Brazilian teachers’ attitudes towards ELF and the diversity of English","authors":"A. Cogo, Sávio Siqueira","doi":"10.1515/eip-2017-0003","DOIUrl":"https://doi.org/10.1515/eip-2017-0003","url":null,"abstract":"Abstract A great amount of the findings in ELF research has not yet reached the regular practitioner in different parts of the world. Despite the fact that ELF research has been solidly advancing, very little has been found out about teachers’ questioning their role in the context of ELF, the global position of English, their role in possibly reproducing or resisting discourses of dominance, inequalities, hegemony, among others. This paper investigates teachers’ attitudes towards ELF, and what influences them, with pre- and in-service teachers in Brazil, the former from a public university and the latter from a prestigious language institute located in Salvador, the capital city of Bahia, Brazil. The findings have shown that regardless of the differences in experience and background knowledge, both groups have demonstrated a very positive attitude towards ELF, although many questions and doubts were brought up when it came to conceiving the teaching of ELF-oriented classes on a regular basis. At a broader level, both groups highlighted the link between an ELF-oriented pedagogy and emancipation and open-mindedness, a way of liberating the teachers from the straightjacket of traditional ELT.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114932353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Conceptualising English as a global contact language 将英语概念化为全球接触语言

Englishes in Practice Pub Date : 2017-04-01 DOI: 10.1515/eip-2017-0002

Tomokazu Ishikawa

{"title":"Conceptualising English as a global contact language","authors":"Tomokazu Ishikawa","doi":"10.1515/eip-2017-0002","DOIUrl":"https://doi.org/10.1515/eip-2017-0002","url":null,"abstract":"Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125919289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19