Englishes in Practice最新文献_第2页

Exploring language attitudes in ELF research: Contrasting approaches in conversation 探索ELF研究中的语言态度:对话中的对比方法

Englishes in Practice Pub Date : 2016-10-01 DOI: 10.1515/eip-2016-0004

Tomokazu Ishikawa, S. Panero

引用次数: 7

Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca 日本情境下的学术写作:从设计的角度看英语作为通用语的地位

Englishes in Practice Pub Date : 2016-04-01 DOI: 10.1515/eip-2016-0002

G. Toh

{"title":"Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca","authors":"G. Toh","doi":"10.1515/eip-2016-0002","DOIUrl":"https://doi.org/10.1515/eip-2016-0002","url":null,"abstract":"Abstract The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in Lillis (2003) as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115032854","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: 2

Chinese university students’ ELF awareness: Impacts of language education in China 中国大学生的ELF意识:中国语言教育的影响

Englishes in Practice Pub Date : 2015-10-01 DOI: 10.1515/eip-2015-0004

Y. Wang

引用次数: 16

Repositioning English and multilingualism in English as a Lingua Franca 重新定位英语和英语作为通用语的多语化

Englishes in Practice Pub Date : 2015-08-14 DOI: 10.1515/eip-2015-0003

J. Jenkins

{"title":"Repositioning English and multilingualism in English as a Lingua Franca","authors":"J. Jenkins","doi":"10.1515/eip-2015-0003","DOIUrl":"https://doi.org/10.1515/eip-2015-0003","url":null,"abstract":"Abstract In the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"417 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133912202","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: 462

Academic rigour in criticising English as a Lingua Franca 批评英语作为通用语的学术严谨性

Englishes in Practice Pub Date : 2015-04-01 DOI: 10.1515/eip-2015-0002

Tomokazu Ishikawa

{"title":"Academic rigour in criticising English as a Lingua Franca","authors":"Tomokazu Ishikawa","doi":"10.1515/eip-2015-0002","DOIUrl":"https://doi.org/10.1515/eip-2015-0002","url":null,"abstract":"During my PhD fieldwork in 2014, I met a few linguistics students who purported to disapprove of English as a Lingua Franca (ELF). However, their disapproval seemed directed against something else in the name of ELF. To be specific, they believed that ELF was an alternative model for the English classroom or a distinct, monolithic variety for non-native English speakers (NNESs). Intriguingly, these beliefs are similar to how ELF is misrepresented by some scholars who have never engaged in ELF research themselves. Recent examples are Park and Wee (2011), Swan (2012) and Sewell (2013). It should be stressed that contrary to these authors’ claims, Jenkins et al. (2011) and Seidlhofer (2011), to name just a couple of examples, take a clear position that ELF refers to dynamic, pluralistic manifestations of linguistic resources in an international setting, and that ELF interaction can involve native English speakers (NESs). In addition, Mauranen (2012) introduces the notion of similect, instead of variety, to conceptualise the fluid, contingent similarities and differences of the English used as a lingua franca by those from the same firstlanguage (L1) background. ELF scholars have made efforts to clarify the above-mentioned misbeliefs and other misunderstandings (e.g., Seidlhofer 2006; Jenkins 2007, 2012). Jenkins (2007), in particular, provides an extensive review of how ELF is misinterpreted, including a detailed analysis of Sobkowiak (2005/2008), Kuo (2006) and Prodromou (2006). Certainly, such efforts have helped inform those less familiar with ELF. However, while ELF has now become a widely recognised research field, the same, old misrepresentations still never cease. Looking back at just the last three months from the time of this article preparation, we find Park and Wee (2015 – February), O’Regan (2014 – December) and Canagarajah (2014 – December). It is quite","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131290901","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: 11

Orientations towards English among English-medium Instruction Students 英语教学学生的英语取向

Englishes in Practice Pub Date : 2015-01-15 DOI: 10.1515/eip-2015-0001

Ali Karakaş

{"title":"Orientations towards English among English-medium Instruction Students","authors":"Ali Karakaş","doi":"10.1515/eip-2015-0001","DOIUrl":"https://doi.org/10.1515/eip-2015-0001","url":null,"abstract":"Abstract Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion surveys and semi-structured interviews. The findings paint a blurry picture, with a strong tendency among most students to view their English use as having the characteristics of dominant native varieties of English (American English & British English), and with a high percentage of students’ acceptance of the distinctiveness of their English without referring to any standard variety. The findings also show that many students’ orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. It was also found that a large number of students did not strictly stick to either of these ideologies, particularly in their orientation to spoken English, due, as argued in the main body, to their experiences on language use that have made them aware of the demographics of diverse English users and of the diverse ways of using English.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130057347","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: 8

“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan “我因为我的美国口音而得到报酬”:日本一位多语种英语老师(MET)的故事

Englishes in Practice Pub Date : 2014-10-01 DOI: 10.2478/eip-2014-0001

Nicola Galloway

{"title":"“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan","authors":"Nicola Galloway","doi":"10.2478/eip-2014-0001","DOIUrl":"https://doi.org/10.2478/eip-2014-0001","url":null,"abstract":"Abstract The flourishing research being published in the Global Englishes paradigm is increasing awareness of how English is used as a global lingua franca in international contexts. Such research has a number of implications for the English Language Teaching (ELT) industry, particularly in Expanding Circle countries, such as Japan where English is no longer being learnt as a mere ‘foreign’ language. However, the Native English Speaker (NES) episteme continues to dominate and, despite increasing calls for curriculum change, including the employment of more Non-native English Speaking Teachers (NNESTs) or Multilingual English Teachers (METs), NESs continue to fill teaching positions worldwide, perpetuating stereotypes about ‘correct’ and ‘standard’ English. The current study investigates the implementation of curriculum change at the practical level, aiming to investigate the experiences of NNESTs teaching outside of their home context in Japan. Despite calls for the employment of such teachers, who may serve as better role models for students than a monolingual NES, little research has been conducted with NNESTs teaching outside of their home countries. This study aims to fill this gap. It is part of a larger study, which includes longitudinal data collection with several participants in different countries (n=20), including practicing and pre-service teachers, via interviews, diaries and focus groups. This article reports the first interview documenting the experience of one multilingual NNEST in Japan, who has been forced to take on a ‘fake American’ identity. This single narrative provides insights into the experience of this teacher, highlighting the number of obstacles to implementing curriculum reform in the Japanese context. It provides preliminary insights into the identity of METs and the strategies they employ to maintain authority and legitimacy in the classroom.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133364545","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: 16

‘Mind your Local Accent’ Does accent training resonate to college students’ English use? “注意你的地方口音”口音训练是否与大学生的英语使用产生共鸣?

Englishes in Practice Pub Date : 1900-01-01 DOI: 10.1515/eip-2016-0001

F. Fang

{"title":"‘Mind your Local Accent’ Does accent training resonate to college students’ English use?","authors":"F. Fang","doi":"10.1515/eip-2016-0001","DOIUrl":"https://doi.org/10.1515/eip-2016-0001","url":null,"abstract":"Abstract The recent development of English as a lingua franca (ELF) has encouraged language policy makers and educators to view the English language and ELT from an alternative but critical perspective that challenges some language ideologies, such as standard language and linguistic imperialism. Current ELT practices seem to neglect the trend towards the development of the global status of English. In addition, ELT is still largely native-oriented and less ELF-oriented. A Chinese university is the context of this case study. From an ELF perspective, this paper addresses some ELT issues, particularly with regard to teaching pronunciation, through the analysis of two documents and a discussion of the student participants’ interview comments. It is argued that current pronunciation teaching is still native-oriented and based on the English as a foreign language (EFL) perspective. The ELF concept is emergent and has not been fully recognised. This paper proposes a teaching approach called Teaching of Pronunciation for Intercultural Communication (ToPIC), which suggests ELF-informed pronunciation teaching strategies for intercultural communication in relation to students’ wider language-use goals in the conclusion.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124921800","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: 13

Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach 伊朗英语学习者对英语口音的态度:一种生态方法

Englishes in Practice Pub Date : 1900-01-01 DOI: 10.1515/eip-2017-0001

Farzaneh Rajablou, Majid Elahi Shirvan

{"title":"Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach","authors":"Farzaneh Rajablou, Majid Elahi Shirvan","doi":"10.1515/eip-2017-0001","DOIUrl":"https://doi.org/10.1515/eip-2017-0001","url":null,"abstract":"Abstract With the spread of English around the world and the recognition of English as a lingua franca (ELF), a large number of studies have investigated the attitudes of learners towards different varieties of English as well as their related accents. However, this attitude towards L1 accented English within the context of Iran has not been explored yet. Thus, the present study ecologically investigated the attitudes of Iranian English as Foreign Language (EFL) learners towards their L1-accented English based on Bronfenbrenner’s (1993) nested ecosystems model consisting of micro-, meso-, exo-, and macro-systems. To do this, a triangulation of data collection using an attitudinal questionnaire distributed among 157 respondents (118 female and 39 male) and semi-structured interviews with 60 participants (38 female and 22 male) were collected. The findings indicated a dominant emerging pattern of preference for native-like accent within the ecology of Iran along with the acknowledgement of L1 accented English. Maintaining linguistic security and self-confidence as well as teachers’ role and materials used within the microsystem of the class, learners’ background experiences within the mesosystem, policies of English language institutes at the exosystem, and the public view towards accent at the macrosystem contributed to the emerging pattern of preference for native-like accent within the context of Iran.","PeriodicalId":131106,"journal":{"name":"Englishes in Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116626436","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: 4