Subjectivity in English as Lingua Franca discourse: The case of you know

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Juliane House
Keyword(s):  
Lingua Franca ◽  
English As Lingua Franca

scholarly journals Zero Marking in English as Lingua Franca Interactions: Corpus IST-Erasmus

2016 ◽  
Vol 4 (2) ◽  
pp. 208
Author(s):  
Serap Önen
Keyword(s):  
Lingua Franca ◽  
Corpus Study ◽  
Present Tense ◽  
Speech Events ◽  
English As Lingua Franca ◽  
Emerging Pattern

<em>This study introduces the marking system for 3<sup>rd</sup> person present tense in English as Lingua Franca interactions. It is a corpus study which is compiled as part of a PhD study to investigate the lexico-grammatical characteristics of ELF. The corpus, Corpus IST-Erasmus, consists of 10 hours 47 minutes of recorded ELF interactions. It is compiled by means of 54 speech events with the participation of 79 Erasmus students in Istanbul, representing 24 diverse L1s. The focus of this paper is to present whether there are variations from standardized ENL forms with respect to the 3<sup>rd</sup> person present tense marking, as proposed in previous ELF research. The results indicate that the use of 3<sup>rd</sup> person zero in place of 3<sup>rd</sup> person -s is becoming an emerging pattern in ELF interactions.</em>

scholarly journals Monolingualism or multiple versions for Erasmus+ Guidelines? Incompatibilities and utopia.

2016 ◽  
Vol 4 (1) ◽  
pp. 160
Author(s):  
ELISA HATZIDAKI
Keyword(s):  
European Union ◽  
English Text ◽  
Mutual Respect ◽  
Single Currency ◽  
Lingua Franca ◽  
International Integration ◽  
Joint Actions ◽  
The Subject ◽  
English As Lingua Franca ◽  
The Impact

<p><em>Since the ECSC Treaty signed in Paris in 1951, marking the beginning of the commun destiny of the first international integration organization until the most recent decisions, such as the single currency or the immigration policies, it is a matter of fact that European Union progresses only with harmonious dialogue and joint actions, built on mutual respect of others’ differences. Nowadays, in the </em><em>rapidly changing societies, financial concurrence and geopolitical stakes together with arrogance, or dominance, often outweigh the plurilingual communication, thereby leading to worries about linguistic equality within the Union; hence, the subject of the present stydy. Communication in this polyglottic supranational union should be based on an equal pattern, without what the impact of English as lingua franca<a title="" href="file:///F:/JOURNAL%20BA%20TEIEP%201/PAPER_HATZIDAKI.doc#_ftn1"><strong>[1]</strong></a> may be contested and criticised. This combined with the fact that translations are not fully compatible with the English text, implies that European Union does not always resonate at the same frequencies</em>.</p><div><hr align="left" size="1" width="33%" /><div><p><a title="" href="file:///F:/JOURNAL%20BA%20TEIEP%201/PAPER_HATZIDAKI.doc#_ftnref1">[1]</a> http://www.euractiv.fr/section/langues-culture/news/l-anglais-se-confirme-comme-la-lingua-franca-de-l-europe/</p></div></div><div><br clear="all" /><br /></div>

scholarly journals El papel de los diccionarios pedagógicos especializados en la enseñanza/aprendizaje del ESP

2012 ◽  
pp. 277
Author(s):  
Pedro A. Fuertes-Olivera ◽  
Beatriz Pérez Cabello de Alba
Keyword(s):  
Team Teaching ◽  
Teaching And Learning ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Lingua Franca ◽  
Business Economics ◽  
New Approach ◽  
Professional Activities ◽  
Recent Developments ◽  
English As Lingua Franca

Con el nombre de Inglés para Fines Específicos, mas conocido por el acrónimo inglés ESP, nos referimos a la variedad de la lengua inglesa que se enseña a los estudiantes matriculados en carreras como Económicas, Turismo, Medicina e Ingenierías. Desde sus inicios hasta la fecha hemos asistido a un gran crecimiento en el número de estudiantes y cursos ofertados, que ha obligado a poner en marcha prácticas docentes autónomas, es decir sin la participación de expertos en el campo, y replicativas, es decir prácticas que fueron inicialmente diseñadas para el aprendizaje de las destrezas profesionales, como por ejemplo el uso del estudio de casos procedente de los Masters of Business Administration (MBA). Ambos procesos, unidos al desarrollo del inglés como lingua franca y al interés por el desarrollo de una metodología que favorezca la autonomía de los estudiantes, se han traducido en un desarrollo espectacular de herramientas docentes de Internet. En este marco se sitúa este trabajo que se organiza en tres grandes apartados: (1) una precisión del concepto de ESP y una reinterpretación del mismo; (2) una revisión del concepto de lexicografía y del diccionario pedagógico; (3) una descripción de las posibilidades que ofrecen los diccionarios de Internet para poder leer textos de inglés empresarial/inglés económico. El artículo finaliza resumiendo las principales ideas defendidas en este trabajo.From its inception in the early 1960s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching. ESP is usually concerned with the teaching of English used in academic studies and/or professional activities, especially the teaching of English related with Business/Economics, Tourism, Medicine, and Engineering. As the number of courses and students has grown considerably the original team teaching methodology is being substituted by a more autonomous approach in which both ESP instructors and students have to acquire knowledge of the basic concepts of the field by themselves, as well as upgrade their discourse competence. This new approach lends support to recent developments in the field of learner’s autonomy, especially those based on Internet (for example, Moodle) that are being promoted in this era of shortages and lack of resources. Within this framework, this article offers a review of the state of art regarding ESP, formulates a reconceptualization of the concept with the aim of making room to two recent developments: the consolidation of English as lingua franca; and the possibilities offered by the Internet for teaching and learning. It also enumerates the main basic requirements of pedagogically-oriented specialised dictionaries and illustrates some of their potentialities for assisting users in a reading situation. The article finishes by summarising the main conclusions drawn.

scholarly journals A Corpus-Driven Analysis of Explicitness in English as Lingua Franca

2019 ◽  
Vol 8 (3) ◽  
pp. 73
Author(s):  
Serap Önen ◽  
Dilek İnal
Keyword(s):  
Focus Group ◽  
Relative Clause ◽  
Lingua Franca ◽  
Emerging Patterns ◽  
Group Meetings ◽  
Speech Events ◽  
English As Lingua Franca

This paper examines explicitness in English as lingua franca (ELF) spoken interactions. Using a conversationanalysis procedure, about 11h of audio-recorded naturally occuring ELF interactions of 79 incoming Erasmusstudents were analyzed for this purpose. The corpus was compiled by means of 54 speech events, 29 interviews and25 focus group meetings and the participants represented 24 mother tongues. Research into ELF reveals that ELFspeakers tend to use various “explicitness strategies” (Mauranen, 2007) in order to enhance intelligibility. Thefindings of this study show that there are indeed variations from standard ENL forms with respect to the degree ofexplicitness in spoken interactions. There is a tendency among ELF speakers to make the meaning more explicit forthe listeners. Repetitions of same expressions in subsequent sentences, use of over-explicit forms, use of an extrasubject following a relative clause and use of emphatic reference are the emerging patterns observed in this study.

Address form shifts in interpreted Q&A sessions

Interpreting ◽  
2009 ◽  
Vol 11 (2) ◽  
pp. 164-189 ◽  
Author(s):  
Chia-chien Chang ◽  
Michelle Min-chia Wu
Keyword(s):  
Common Language ◽  
Lingua Franca ◽  
Simultaneous Interpretation ◽  
Cognitive Constraints ◽  
Simultaneous Interpreting ◽  
Address Forms ◽  
Multilingual Communication ◽  
Question And Answer ◽  
English As Lingua Franca ◽  
Target Culture

This paper examines the use of address forms in interpreter-mediated question and answer (Q&A) sessions in international conferences. The address forms analyzed include both the names and the pronouns the questioners used to address the presenters. The data were collected from two conferences held in Taiwan during which Chinese/English simultaneous interpretation were provided. The Q&A pairs were divided into three categories: (1) bilingual/multilingual communication between questioners and presenters who spoke different languages; (2) monolingual communication between questioners and presenters who spoke the same language, (3) English-as-lingua-franca communication between questioners and presenters who spoke different language but chose to use English as a common language. The results show that (1) shifts in address forms occurred most frequently in interpreter-mediated bilingual/multilingual communication, (2) simultaneous interpreters tended to conform to target-culture conventions in their renditions of address forms, even though their decisions were still influenced by the cognitive constraints ubiquitous in the process of simultaneous interpreting.

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