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摘要：Bilinguals often face the challenge of negotiating a range of insider/outsider subject positions when interacting in transnational and intercultural settings. This article takes up the concept of symbolic competence, the awareness of socially situated symbolic resources and the ability to use them to shape interactional contexts, to examine how the author, a Swedish-English bilingual, manages this negotiation. Drawing on principles of the ethnography of communication in concert with the complementary discourse analytic perspective of nexus analysis, ethnographic vignettes are analyzed to explore strategic language choices the author made during specific speech situations in Sweden. It is shown that the concealment of linguistic abilities, or covert bilingualism, served as a resource to support the symbolic competence needed to facilitate the presentation of self during social encounters while mitigating the ambiguity of being simultaneously insider and outsider. Adapted from the source document

摘要：While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the 'circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication' (Kramsch, Levy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence. Adapted from the source document

摘要：In this paper I argue that online intercultural interaction and exchange remains a relatively peripheral 'add-on' activity in most foreign language classrooms. In its current state, it is yet to be considered an integral part of curricular activity and it does not yet form a significant part of high stakes assessment procedures. Against this background, it is becoming increasingly difficult for educators to justify to learners the value of their online work. I present here an overview of what online intercultural exchange involves and discuss what have been its contributions to foreign language education. I then present findings from a survey of telecollaborative practices and discuss why this activity has yet to become a 'normalised' part of foreign language learning. Adapted from the source document

摘要：The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher's guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication. Adapted from the source document

摘要：This paper examines the use of CMC in both Japanese and English dominated domains by Australian learners of Japanese. The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of blogs, e-mails, SNS interactions, chat conversations, game profiles, and mobile phone communications. To supplement this data, interviews were conducted to further explore participants' Internet communication and L2 use. These interviews, paired with evidence from the corpus of collected data, are analysed using Sealey and Carter's (2004) social realism framework in order to explore questions of language selection, identity construction and nationality, as well as what it means to be a foreigner online. Adapted from the source document

摘要：Patterns of students' language learning were examined through an asynchronous cross-cultural bilingual communication project conducted between Japanese university students learning English and Canadian university students learning Japanese. Previous studies on cross-cultural communication projects have reported positive outcomes in providing learners with opportunities for cultural and language learning. However, very few, if any, investigated whether a meaning-focused communication project like ours provides similar opportunities for language learning, and if so, what kind of language learning takes place. With focus on Canadian students' learning of Japanese, the present study addressed these questions through analyses of students' logs and message texts. The results indicated that students have opportunities for all aspects of language learning, including vocabulary, kanji, grammar, and phrase/sentential expressions. However, it was also found that the amount and type of incidental learning may depend on the students' proficiency level. Explicit corrections are noticed but often not understood unless clear explanations are given. We suggest these kinds of communication projects might further promote incidental learning opportunities by better understanding the proficiency levels of the other's second language, as well as by more and better incorporation of clear error corrections possibly accompanied by metalinguistic explanations. Adapted from the source document

摘要：The European Union funded LITERALIA project connected adult language learners from four countries with the help of an online workspace and supported visits. The project was based on Tandem principles, whereby learners of different languages support one another in learning one another's language and culture, in turn taking on the roles of learners and expert informants. This article analyses project participants' intercultural learning and shows their development of intercultural maturity online. Qualitative data collected through observation, feedback and interviews are analysed and used to present a description of adults' experiences in intercultural learning. The study focuses on adult learning, drawing in particular on Mezirow's concept of "perspective transformation" (Mezirow, 1981), a concept applied to intercultural experiences by Taylor (1994). Three different models of intercultural learning -- all of them multidimensional and multifaceted -- have influenced our research: (a) intercultural competency (Taylor, 1994); (b) intercultural communicative competence (Byram, 1997); and (c) intercultural maturity (King & Baxter Magolda, 2005). However, few studies have been conducted in this area that integrate online interaction in non-formal learning settings as our study attempts. Adapted from the source document

摘要：This qualitative study aims to understand how English learners interpret shared space in an online multilateral English blogging context and how their interpretations of shared space contribute to their multilateral exchange experience. Twenty-four Asian learners of English from two different universities -- one in Japan and one in Taiwan -- participated in this study. These learners worked on their individual blogs and interacted on both their own blogs and on those of their partners. Data sources include surveys, online interaction records, class assignments, reflective journals, and interviews. Guided by Kramsch's (2009c) analogy of the mindsets of the structuralist and post-structuralist approaches in culture and communication, this study reported that students in this multilateral English blogging project interpreted shared space from two perspectives (a) commonality, and (b) relativity. While students who interpreted shared space from the perspective of commonality valued pre-existing shared personal interests, mutual understanding, and similar personal experiences as a prerequisite for inter-class blogging, students who interpreted shared space from the perspective of relativity tended to draw relative positions from a dialogue between their and their inter-class peers' historicity or cultural memories through re-contextualization and re-positioning. This study suggests that although students who interpreted shared space from the commonality perspective were able to engage in inter-class blogging, they faced difficulties in exploring other possibilities in relating to the blog content, the blog discussions, and the bloggers, when commonality was absent. However, for students who interpreted shared space from the relativity perspective, they were able to form relationships of possibility in mediating encounters through uses of heterogeneous semiotic resources. Future research on what barriers can hinder students' development due to interpretation of shared space and how students develop uses of symbolic resources can contribute to understanding students' construction of shared space for communication. Adapted from the source document

摘要：This article reports on an investigation into how learners in a British EFL setting perceive the classroom practice of student-student interaction and why it is perceived in these ways. Adopting qualitative non-experimental methods, I first explored issues leading to the concept of 'usefulness' and identified factors that appeared to have affected learners' perceptions. I then placed the individual learners' perspectives within his/her personal biography, so as to provide a more in-depth description. The findings suggested that learners in a British EFL setting perceived the classroom practice of student-student interaction in ways that reflected their initial motives and goals, their expectations of an English course in the United Kingdom, and their wider experiences of living and studying. They also suggested that learner interaction within real classroom contexts was interesting in its potential for interpersonal and intercultural communication but relatively unhelpful in the acquisition of certain aspects of the L2. Adapted from the source document

摘要：Offering a critical response to "Teaching English as a friendly language: Lessons from the SCOTS corpus" (Anderson and Corbett, 2010), Baker and Huttner argue that Anderson and Corbett have "seriously misrepresented English as a lingua franca research, as well as presenting potentially confusing information on how to use corpora in classrooms." Baker and Huttner note that while it is beneficial to have corpus data on as many regional varieties of English as possible, they are "left with serious doubts as to the proclaimed benefits of the SCOTS corpus in making students internationally 'friendly'." Adapted from the source document

摘要：Internet-mediated intercultural discussions have been adopted for intercultural and second-language learning. However, the notion of community development in this context has received less attention. This study employs exchange structure (ES) analysis (Stubbs, M. (1983). Discourse analysis. Oxford: Basil Blackwell) to investigate the dialogic process involved in the construction of a group-specific interactional pattern, identity, and activity within an online intercultural group. By identifying and tracking the shift of the ES and ES roles of each group, it explores how the members of each group constitute its internal activity and how the developed activity is related to intercultural learning. This study examines 14 groups of Japanese students and language learners from multicultural backgrounds who engaged in asynchronous online intercultural discussions for a 12-week period. The findings suggest that ES types and promoted intercultural learning vary among groups, develop implicitly, and are particularly influenced by frequent contributors. Furthermore, the data suggest that a certain type of ES encourages intercultural learning to move from knowledge exchanges to perspective changes. Adapted from the source document

摘要：The framework of this study is cooperation between students of English at a Chinese university and their counterparts at a Danish university, i.e. neither group of students are native speakers of English. The theoretical framework for the study is Vygotsky's sociocultural approach combined with the work by a number of researchers on the link between motivation and autonomy. The students were focussing on meaning as well as form in conjunction with the cultural content in a social interactional email-based exchange. The goal of the study was to investigate whether the social connection between the students and the mutual goal of acquainting themselves with each other and each other's culture would enhance their motivation in language learning and in developing desires to express themselves in increasingly comprehensible language at a higher level of correctness. Adapted from the source document

摘要：The purpose of this article is to examine the use of English discourse markers (EDMs) in medical consultations that were conducted in Spanish. Data are collected from an audio-recorded corpus of Spanish-language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through the quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, this article demonstrates that English-dominant medical providers use EDMs more frequently and with a broader range of functions than Spanish-dominant medical providers and patients. Such use of EDMs serves to exacerbate the power relationship between providers and patients even though it does not cause overt miscommunication in the ongoing interaction. The implications for providers who use a second language in their medical consultations are discussed. Adapted from the source document

摘要：Workplace culture and organization are evolving as they adapt to globalization and rapid technological development. Likewise, the nature and role of workplace language and the literacy demands of work are changing in the face of increasingly multicultural workplaces and global communication networks. Among these changes, recent research has highlighted the role that informal modes of interpersonal communication play in the functioning of the modern workplace. Successful participation in such interactions is seen as not just a question of fitting in socially, but of doing work through talk. Ethnographic research in the workplace has stressed the importance of understanding language by viewing it within its social setting and understanding the interactional norms of particular communities of practice. Research into language programs for the workplace reflects this shift in emphasis. In contrast to research in the field of language for specific purposes on the specialized vocabulary and formal registers of particular professions, a growing body of research focuses on teaching and learning the language of routine workplace interactions. This article reviews current research into the nature of workplace language, noting in particular the contributions from ethnographic and language socialization research. It then discusses research into four aspects of the content of language programs for the workplace: employability skills, interpersonal communication, intercultural and critical language awareness, and teaching focused on the employment interview. Adapted from the source document

摘要：Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purposes of the study were to examine the effects of the cultural portfolio project on (1) students' specific aspects of development of cultural knowledge and change in perception of native English speakers and their cultures; (2) students' self-awareness, evaluation, and modification of stereotypes toward the target cultures; and (3) students' change in perception of and attitude toward cultural learning. Data were collected through students' cultural portfolio projects, pre- and post-questionnaires, classroom observation, and interviews. Results indicated that instead of memorizing cultural facts, students experienced an active process of constructing knowledge. Most students commented that their views toward native-English-speaking cultures and language learning had been changed after completing the cultural portfolio project, for instance by moving from an ethnocentric view to respect cultural differences, becoming more aware of diversity within culture, and understanding that the media presents the surface culture of native-English-speaking countries. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：By looking into a group of 13 Chinese master's in business administration students' study abroad experience in the United States, this study contends that being situated in the second language (L2) communicative context does not guarantee international students complete access to language and cultural resources in the host society. Due to limited communicative skills and cultural competence in the target language and culture, L2 learners are at a disadvantage to negotiate symbolic power in the host country, which may mediate their opportunities to gain learning resources and academic recognition. How the students negotiate in the academic contexts to balance and counterbalance unequal power relationships strongly influences their access to already limited host culture language resources. The study addresses the issues in communicative difficulties encountered by the international students, and proposes recommendations on what can be done to facilitate the students' academic and sociocultural adjustment. Adapted from the source document

摘要：Thorne discusses how "unpredictability is the new normal" as work practices change, "qualities, quantities, and processes mediating social interaction are expanding," and life and civic engagement increasingly illustrate the need for sophisticated communication, comprehension, and analytic abilities in intercultural and plurilingual contexts. Such dynamics articulate what Thorne sees as one of the primary goals of instructed foreign language and second-language education -- "to cultivate the conditions of possibility for developing heightened awareness of processes of meaning making and the divergent cultural practices, values, and ideologies that are involved." As this goal is difficult or impossible to realize without giving attention to units of thinking and doing extending beyond individual performance, the idea of "community" comes into play. Adapted from the source document

摘要：This is a qualitative study of normative English speakers who speak English as a lingua franca (ELF) in their graduate student dormitory in the United States, a community of practice (Wegner, 2004) comprised almost entirely of second language users. Using a sequential analysis (Koshik, 2002; Markee, 2000; Sacks, Schegloff, & Jefferson, 1974; Schegloff, Koshik, Jacoby, & Olsher, 2002), the study investigates how these ELF speakers successfully manage their intercultural communication through accommodation strategies (e.g., Jenkins, 2000, 2006) used to address differences in pronunciation and familiarity with a range of ELF speech styles. Drawing on my own experience as a member of this community, I investigate how speakers display equality and legitimacy as English language users in the ELF community in face-to-face interactions when they negotiate understanding in spite of their different accents. ELF speakers exhibit a wide variety of pronunciations as a result of first language cross-linguistic influence, and those phonological differences may hamper intercultural communication, more than any other linguistic feature. For this reason, I have chosen to focus on phonological issues for this study. I argue that sequential analysis of the interactions among speakers of English as a lingua franca may provide useful examples of successful communication among these groups. Data from such analysis should be included in English language teaching as a model of successful interaction strategies directed toward students who will face these situations. The analysis of this ELF data will also be useful as a model for the study of other languages that are often used as lingua francas. Adapted from the source document