iReasearch学术科研网

摘要：This article begins by defining World Englishes (WEs) and the related paradigm of inner-, outer-, and expanding-circle English(es). The discussion then turns to the central concerns of the WEs and language testing (LT) communities with regard to how English tests can best be constructed to include various WEs by discussing (a) what language testers need to understand about WEs (i.e., that the English native speaker norm is no longer sacred and that three different perspectives on English diversity may prove useful in LT) and (b) what language testers need to convey to WEs advocates (i.e., that LT is already contributing to the understanding of linguistic variation, that LT is not ignoring WEs issues, and that LT is much more than the standardized international tests). The article ends with seven recommendations that should make the intersection of WEs and LT more productive. Adapted from the source document

摘要：I mean typically marks the introduction of modifications or adjustments in discourse, including self-repair, which seems to be especially prevalent in ELF. The role of I mean in academic ELF speech has been recently investigated by Kaur (2011). Kaur focuses on academic dialogue and self-repair roles. However, I mean has been found to be a rather speaker-centred, monologic particle, playing a variety of different roles in discourse. This article sets out to provide a comprehensive description of the functions of I mean in the monologic context of conference presentations by ELF speakers. The data consists of the presentations module of the ELFA corpus. Results indicate that self-repair, for corrective or 'proactive' purposes, is indeed a major function of I mean in the present materials too. However, presenters also use this discourse marker for other purposes inherently related to scientific argumentation, such as introducing background knowledge, justifying claims, interacting with audiences, marking salience or reinforcing commitment. It is argued that, for all their contribution to the effectiveness of presentations, some of the uses ELF speakers make of I mean structures may also compromise their personal image as speakers and as researchers. [Copyright The American University; published by Elsevier Ltd.]

摘要：Corpus-based approaches to researching metaphor use in business English have become increasingly prevalent, but metaphor use in the genre of mission statements has received little attention. Using a self-built corpus with the help of the corpus tool Wmatrix, we compared metaphor use as a discursive and cognitive strategy in the mission statements of Chinese and US companies from a cognitive sociolinguistic perspective, focusing on three conventional conceptual metaphors in business discourse: BRANDS ARE PEOPLE, BUSINESS IS COOPERATION, and BUSINESS IS COMPETITION. The use of the source domains of these conceptual metaphors was found to differ significantly in the mission statements of Chinese and US companies, thus revealing differences in the underlying corporate identities and ideologies. Chinese corporations, which tend to describe themselves as energetic leaders and strong competitors, are more competition-oriented, whereas US corporations, which tend to project themselves as ethical and responsible community members, are more cooperation-oriented. The findings of this comparative study can shed light on how Chinese companies build their brand images and thus lead to a better understanding of changing national image of China. [Copyright The American University; published by Elsevier Ltd.]

摘要：Yoo's (2014) article raises a number of questions concerning local teachers' status and the ownership of English in the Expanding Circle. In this article, I address five issues that I see as most important relating to the ownership of English and empowering local teachers in the Expanding Circle. I provide up-to-date evidence of World Englishes and English as a lingua franca (ELF) research and respond to skepticism and fallacies in Yoo's paper. This article demonstrates the necessity and benefit of accepting ELF users' ownership of English in the Expanding Circle. Adapted from the source document

摘要：Numerous scholars (e.g. Crystal 2003; Widdowson 2003) have argued that English belongs to nonnative speakers because English is widely used as an international language and because there are more nonnative speakers than native speakers. Many nonnative teachers in the Expanding Circle accept this argument, believing that having the ownership of English empowers them. This forum piece, however, argues that the issue of English ownership is not as relevant for them as it is for those living in the Outer Circle because there may not exist a local variety of English in their respective country. Moreover, claiming the ownership of English can bring about detrimental effects in their classroom, especially when only 'good English' is accepted as 'a powerful symbolic resource' (Park 2010: 193), as is the case in Korea. This article also argues that the real source of nonnative teachers' empowerment stems from their identity as the ideal teachers of English to English as a Foreign Language learners. Adapted from the source document

摘要：In this ethnographic self-reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider professional discourses and practices. As global English acquires local identities, and diverse professional communities develop their own socially situated pedagogical practices, it is becoming important to chart a constructive relationship between these communities in TESOL. Through his journey of professionalization, the author explores the framework of relationships that would enable an effective negotiation of practices and discourses between the different professional communities and facilitate more constructive teacher identities. Adapted from the source document

摘要：The globalization of English in Sweden is examined as it takes shape in educational policy and practice. Following in the tradition of a "new wave" of language policy and planning research that emphasizes connections between policy and how it is interpreted by local stakeholders, this investigation focuses on textual data from Swedish national curricular documents and observational data of preservice English language educators during teacher training. Discourse analysis was conducted in order to illuminate underlying policy discourses, on the one hand, and facilitate tracing intertextual connections to the voices of educators, on the other hand. Drawing upon current perspectives on linguistic globalization, major discursive tensions engendered in the processes of transculturation through which English as a global language is locally situated in Sweden are brought to light. The study illustrates how educational language policy serves as a discursive space for ongoing negotiation about the status of English in Sweden. Adapted from the source document

摘要：This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings. Adapted from the source document

摘要：We begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF'S linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF. Adapted from the source document

摘要：Several projects that are in progress at the Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS), one of four Institute-level Research Centres at the Hong Kong Institute of Education, are highlighted. These include projects in the following fields: (1) the Asian Corpus of English (ACE);(2) trilingualism and trilingual education in minority regions of China; (3) linguistic and cultural ecology; (4) using the local/regional language as the language of internationalization (Cantonese and Putonghua in Hong Kong); (5) perceptions of English language suitability and processes of language assessment recruitment in Filipino call centres; (6) effects of language aptitude and personality on linguistic performance in English as a second language in two Chinese populations; (7) boundary-crossing teacher trainees; (8) vocabulary development among learners of English in a Hong Kong primary school; and (8) the Multilingual project: policy and implementation. Adapted from the source document

摘要：The concept of English as a lingua franca (ELF) has recently caused a great deal of controversy, much of it based on a misunderstanding of ELF. In this presentation, I shall first provide a brief history of lingua francas and then compare and contrast two major Asian lingua francas -- Bahasa Indonesia and Putonghua -- in order to show how different their developmental paths have been. The presentation will then consider the current role that English is playing as a lingua franca, with a particular focus on its role in the Association of Southeast Asian Nations (ASEAN) and East Asia. Examples of linguistic features of English as a lingua franca in Asia will be provided. These will be contrasted with linguistic features of vernacular varieties of English, varieties of world English and European ELF. Finally, possible implications of ELF in English language teaching, and the 'multilingual model' will be proposed. Suggestions on ways in which English/regional lingua francas and local languages might work together as languages of education will conclude the presentation. 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：This article focuses on the issue of non-native English-speaking ELT instructors and the tendency to conceptualize them along the same lines as non-native speakers in general. This debate is important in the realm of teaching and learning English as an International Language as it is estimated that non-native speakers outnumber native-speaker counterparts by three to one. The ownership of the English language is shared by all speakers regardless of 'nativeness.' Adapted from the source document

摘要：The growing use of English by its L2 speakers for their international communication has started to suggest a need for many changes in ELT particularly in traditional EFL countries. One of the changes discussed among some sociolinguists is the introduction of different varieties of English from the two traditionally highly regarded varieties, i.e. standard American and standard British English, into ELT. This is to develop students' proficiency for international communication with other L2 speakers who use different varieties. To implement this change, it would be important to provide the necessary teacher education and training. Using Japan as a typical EFL country whose ELT aims at teaching English for international communication, this paper discusses how student teachers themselves worked with a teacher education programme that recognizes the diversity in English and analyses their responses to the idea of introducing different varieties into ELT. Adapted from the source document

摘要：A significant amount of literature in English as a foreign language (EFL) education has expression reservations concerning the presence of culture in EFL curricula, a trend almost certain to continue as English as an international language (EIL) develops further. Sybing contends that the current state of English in the world has developed to the point where proponents advocating EIL and non-standard English varieties in the World Englishes model are fighting obstacles that either no longer exist or have evolved over time. Sybing argues that "native-speaker culture cannot simply be separated from a language that has already left its cultural imprint on non-English-speaking cultures." Adapted from the source document

摘要：Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a 'must-have' basic educational skill and when there is no clearly defined target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of contemporary theories of self and identity -- that is, people's sense of who they are, how they relate to the social world and what they want to become in the future. As I will discuss, this theoretical shift in focus to the internal domain of self and identity has important implications for how we as language teachers engage the motivation, interests and identities of our students; and for why we should exploit their world of digital technologies, social networking and online communication to this end. Adapted from the source document

摘要：This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners' interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants' use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum. 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

摘要：An increasing number of families have gone abroad to help their school-aged children and youth gain international education credentials and provide an opportunity for them to gain English as a global language at a young age. Early study abroad before college (ESA) has been popular in traditional Expansing Circle countries and takes various forms: (1) family-accompanied, long-term stays in Inner Circle countries or relatively short-term stays in English-speaking countries of the Outer Circle; or (2) children-alone study abroad programs in boarding schools or home stays. Adapted from the source document

摘要：The investigation of English as a lingua franca (ELF) has produced significant results in the last few years especially in regard to the description and use of this variety of English in various domains. Somewhat less is known about how far the learners and users of English as a foreign language are aware of the changing role of English, how they relate to the new phenomenon of ELF, and in what ways ELF affects their language learning aims. The present study investigates this issue among a specific group of learners: tertiary level students of various branches of English for Specific Purposes (ESP). Using questionnaire data from 239 students from four different educational institutions in a small EU country, structural equation modeling was performed to reveal the relationship between ELF, ESP, English as a native language (ENL) and the students' language learning beliefs and aims. Our model shows not only the prevailing effect of ENL on the participants' aims and beliefs, but also a strong presence of ELF, which seems to be independent from ENL. We believe this to further support the claim that ELF and ENL are two different constructs. [Copyright Elsevier Ltd.]