Journal of English as a Lingua Franca最新文献

{"title":"Backchannels in video-mediated ELF conversations: a case study","authors":"Francisco Javier Fernández Polo","doi":"10.1515/jelf-2021-2055","DOIUrl":"https://doi.org/10.1515/jelf-2021-2055","url":null,"abstract":"Abstract There are few studies on backchannels in ELF and none concerns computer-mediated conversations. Backchannelling has been associated with good listenership and enhanced cooperativeness, an intrinsic feature of ELF. They would also play a key role in computer-mediated communication, maintaining a sense of affective equilibrium among participants and compensating for medium-related limitations. We analyze backchanneling in an ELF conversation between a Spanish female and a German male student from the Corpus of Video-Mediated English as a Lingua Franca Conversations (ViMELF). Backchanneling seems to be particularly intense in the opening and closing sections of the exchange, where interpersonal work is the most needed. While significant idiolectal differences are observed between the two participants, both show a marked preference for and a tendency to concentrate realizations on a few weak backchanneling forms, conferring the exchange a general impression of monotony and emotional flatness. Some backchanneling features in the exchange may be described as typical of ELF: backchannels tend to occur in moments when speakers sense that understanding may be compromised and are frequently complemented by supportive material reinforcing the speaker’s point. The analysis also reveals some characteristic awkward usage, with tokens which are clearly “overdone,” while others are too weak and disappointing or behave disruptively by occurring in unexpected positions and interrupting the flow of the conversation. Research on ELF video conversations is particularly timely given the recent surge in videoconferencing propitiated by the COVID pandemic, a tendency which is likely to stay in post-pandemic times. Resumen Son pocos los estudios que existen sobre el uso de los llamados backchannels o turnos de apoyo en inglés como lengua franca (ILF) y ninguno sobre su uso en contextos de comunicación por ordenador. El backchanneling se suele asociar con una actitud constructiva y cooperativa por parte del oyente en la conversación, un rasgo inherente al inglés como lengua franca. También es un rasgo común en la comunicación por ordenador, donde contribuye a mantener el equilibrio afectivo entre los participantes y a compensar las limitaciones del medio. En este estudio, analizamos la naturaleza de estos turnos de apoyo en una conversación entre dos estudiantes, una española y un alemán, extraída del Corpus of Video-Mediated English as a Lingua Franca Conversations (ViMELF). Los turnos de apoyo son especialmente frecuentes en las secciones inicial y final del evento, donde más se precisa el trabajo interpersonal. Si bien se observan diferencias idiolectales entre los dos participantes, ambos muestran una marcada preferencia por expresiones débiles que repiten una y otra vez, lo que confiere a la conversación un aire de monotonía y falta de emoción. Algunos de los rasgos observados podrían ser característicos de los backchannels en ILF: tienden a aparecer en cont","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46844414","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}

{"title":"The influence of context on language alternation practices in English as a lingua franca","authors":"K. S. Pietikäinen","doi":"10.1515/jelf-2021-2053","DOIUrl":"https://doi.org/10.1515/jelf-2021-2053","url":null,"abstract":"Abstract This paper scrutinizes language alternation practices in different settings where English is predominantly used as the lingua franca (ELF). Data from different interactional contexts are examined: academic interactions from the ELFA corpus, doctoral defense discussions (also from the ELFA corpus), and informal family interactions. Corpus, discourse and conversation analytic methods and ethnographic information are used in analyzing these spoken data. I argue that translanguaging in lingua franca contexts is not only affected by speakers’ repertoire or the linguistic setting, but that there is a complex web of individual, interpersonal, group-related, and discourse environmental aspects which play their part in whether and to which extent speakers alternate languages in spoken ELF communication.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158628","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}

{"title":"Hopkyns, Sarah: The Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted Not Welcome","authors":"A. Benabdelkader","doi":"10.1515/jelf-2021-2052","DOIUrl":"https://doi.org/10.1515/jelf-2021-2052","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48847043","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}

{"title":"Illés, Éva: Understanding Context in Language Use and Teaching: An ELF Perspective","authors":"F. Fang","doi":"10.1515/jelf-2021-2051","DOIUrl":"https://doi.org/10.1515/jelf-2021-2051","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48312382","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}

{"title":"The perceptions of translanguaging through English as a lingua franca among international students in Korean higher education","authors":"J. Ra","doi":"10.1515/jelf-2021-2049","DOIUrl":"https://doi.org/10.1515/jelf-2021-2049","url":null,"abstract":"Abstract This article explores how translanguaging is perceived by a group of international students at a Korean university where not only different first languages (L1) and English (L2) are involved in the students’ daily lives but also the local language (L3) holds an important role in the community. Using ethnographic methods, four participants from Japan, Lithuania, Malaysia and South Africa were regularly observed and interviewed in-depth during one academic semester. The findings reveal that the participants had conflicting views towards translanguaging pertaining to their underlying ideologies, that is, whether they considered it as a struggle to use a language or as something natural, fun and cosmopolitan. However, it has been confirmed from this study that whether the participants were positive or negative about translanguaging, it inevitably happened in their daily lives which tells us that the multilingual phenomenon in the field of ELF is worth researching further.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267682","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}

{"title":"Normativity in language teacher learning: ELF and the European Portfolio for Student Teachers of Languages (EPOSTL)","authors":"Stefan Riegler","doi":"10.1515/jelf-2021-2048","DOIUrl":"https://doi.org/10.1515/jelf-2021-2048","url":null,"abstract":"Abstract As with any proposal for a change in pedagogy, the starting point for implementation is teacher education. Suggestions have been put forward for an approach to English language teaching (ELT) which takes into account the lingua franca function language can fulfill. Frameworks for how teachers might adopt a pedagogy of English as a lingua franca (ELF), however, are inconsistent with current policy guidelines for student teacher learning. This concerns most notably those directives provided in the European Portfolio for Student Teachers of Languages (EPOSTL), which is used in a growing number of teacher formation programs. This paper examines the ‘can-do’ statements which the EPOSTL proposes should represent the required methodological competences of language teachers. Using discourse analytic methods, the article explores what the EPOSTL portrays that prospective teachers need to know about language and how to teach it. It is argued that the language education policy represented by the EPOSTL is based on a conceptual perspective that can only impede the development of a genuinely reflective approach to the education of English language teachers and the implementation of an ELF pedagogy. Zusammenfassung Wie bei jedem Konzept für pädagogischen Wandel, ist die Lehrendenbildung der Anfangspunkt. Ansätze für den Englischunterricht, welcher die Funktion von Sprache als Lingua Franca berücksichtigt, wurden bereits vorgeschlagen. Modelle, die zeigen wie Sprachlehrende eine Pädagogik für Englisch als Lingua Franca (ELF) einführen können, stellen sich allerdings als unvereinbar mit aktuellen sprachpolitischen Richtlinien heraus. Dies betrifft ganz besonders jene Vorgaben im Europäischen Portfolio für Sprachlehrende in Ausbildung (EPOSA), das in einer steigenden Anzahl von Programmen der Sprachlehrendenbildung eingesetzt wird. Dieser Artikel befasst sich mit den Kann-Beschreibungen, welche dem EPOSA zufolge die für Sprachlehrende erforderlichen methodischen Kompetenzen abbilden sollen. Mit dem Einsatz von diskursanalytischen Methoden untersucht der Artikel, was das EPOSA darstellt, dass zukünftige Sprachlehrende über Sprache wissen müssen und wie sie unterrichtet werden soll. Es wird argumentiert, dass die vom EPOSA repräsentierte Sprachbildungspolitik auf einer konzeptuellen Perspektive basiert, die sich für die Entwicklung eines genuin auf Reflexion aufbauenden Ansatzes zur Ausbildung für Englischlehrende und der Implementierung einer Pädagogik für ELF als hinderlich erweist.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46569904","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}

{"title":"Hedges in Russian EAP writing: A corpus-based study of research papers in management","authors":"Elizaveta Smirnova, Svetlana Strinyuk","doi":"10.1515/jelf-2020-2033","DOIUrl":"https://doi.org/10.1515/jelf-2020-2033","url":null,"abstract":"Abstract The fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505972","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}

{"title":"ELF research methods and approaches to data and analyses: Theoretical and methodological underpinnings","authors":"S. Panero","doi":"10.1515/JELF-2020-2045","DOIUrl":"https://doi.org/10.1515/JELF-2020-2045","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/JELF-2020-2045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939030","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}

{"title":"Intelligibility in English as a lingua franca – The interpreters’ perspective","authors":"Karin Reithofer","doi":"10.1515/jelf-2020-2037","DOIUrl":"https://doi.org/10.1515/jelf-2020-2037","url":null,"abstract":"Abstract This article aims at examining the topic of ELF intelligibility from the interpreters’ perspective. Therefore, the focus is put on listener factors affecting intelligibility in settings typical for interpreting i.e. monologic settings. Data from various intelligibility studies are compared with results from a study that tested an ELF user’s intelligibility in a conference-like ELF setting and examined the influence of listener variables such as background knowledge, familiarity with ELF use or proficiency in English. In this study, an Italian speaker gave an impromptu speech in English to participants who subsequently were asked to answer written questions on the topic. The results showed that listeners with more experience in ELF settings reached the highest score in the test, while participants with specialist knowledge were unable to profit from it. The participants’ English language skills played a rather subordinate role. The findings of this study may prove useful for considerations in interpreter training and can contribute to the development of concrete, evidence-based training methods for interpreters in the interpreting sub-skill of comprehension. Zusammenfassung Das Thema Verständlichkeit von ELF-SprecherInnen wird in diesem Artikel aus dem Blickwinkel der Dolmetschwissenschaft beleuchtet. Daher liegt der Fokus vor allem auf ZuhörerInnenfaktoren, die Verständlichkeit in typischen monologischen Dolmetschsettings beeinflussen. Daten aus verschiedenen Verständlichkeitsstudien werden mit Ergebnissen aus einer Studie in Zusammenhang gesetzt, die die Verständlichkeit eines ELF-Nutzers in einer konferenzähnlichen Situation testete und ZuhörerInnenvariablen wie Hintergrundwissen, Vertrautheit mit ELF-Kontexten oder Englischkenntnisse überprüfte. Dabei hielt ein italienischer Redner einen frei gesprochenen Vortrag auf Englisch, zu dem den TeilnehmerInnen im Anschluss schriftliche Verständnisfragen gestellt wurden. Bei der Auswertung der Antworten zeigte sich, dass ZuhörerInnen vor allem von viel Erfahrung mit Kommunikation in ELF-Settings profitierten. Die TeilnehmerInnen mit Fachwissen im Bereich des Vortrags konnten hingegen keinen Vorteil daraus schlagen. Die Englischkenntnisse der ZuhörerInnen spielten eine eher untergeordnete Rolle. Diese Erkenntnisse könnten in der Dolmetschlehre genutzt werden und dazu beitragen, konkrete, evidenzbasierte Ausbildungsmaβnahmen für DolmetscherInnen in der Teilfertigkeit Verstehen zu erarbeiten.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jelf-2020-2037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44762509","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}

{"title":"Book review of ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment","authors":"P. Seargeant","doi":"10.1515/jelf-2020-2044","DOIUrl":"https://doi.org/10.1515/jelf-2020-2044","url":null,"abstract":"In an interview in 1989, Noam Chomsky argued, in response to a question about how particular languages change over time, that ‘there is no such thing as a language’ (2014 [1989]). The idea that particular named languages – English, French, Chinese, etc. – do not actually exist has been put forward as a provocation on a number of occasions over the past few decades by scholars from camps scattered across the field of linguistics (e.g. Makoni and Pennycook 2007), and has gained a certain traction in endeavours to problematize some of the assumptions that underpin both scholarly and folk linguistics. But the idea presents an obvious challenge for those interested in questions of ontology. After all, if ontology deals in the existential nature of things, then where does arguing that languages – and possibly even language itself (Harris 1981) – do not exist, leave investigations into the nature of their existence? If ‘there is no such thing’ as English, what exactly is the English Language Teaching industry doing day in, day out, all around the globe? The importance of ontology for both theorising and practice is that it provides the foundations for prettymuch everything else. As Heidegger pointed out, science presupposes ontology (1962 [1927]). Or as Saussure put it, the ‘object [of investigation] is not given in advance of the viewpoint... Rather, one might say that it is the viewpoint adopted which creates the object’ ([1916] 1983, p. 8). And just as this is the case for science, so it also applies to teaching. The axiomatic concept you have about the phenomenon that figures as the subject of your teaching determines (or at least influences) what it is you teach. Your ontological understanding of English, for example, will create the parameters for the type of English you teach, along with the uses to which it is put, the status it has, and so on. Everything else flows from this.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/jelf-2020-2044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44539142","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}