Idiomaticity in Intercultural Communication in English as Lingua Franca: A Corpus-based Study of Verb-Object Combinations

2020 ◽  
pp. 73-90
Author(s):  
Xinyue Yao
Keyword(s):  
Intercultural Communication ◽  
Lingua Franca ◽  
English As Lingua Franca

scholarly journals SYNERGY OF MULTILINGUALISM AND MULTICULTURALISM FROM THE PERSPECTIVE OF INTERNATIONALIZATION OF HIGHER POFESSIONAL EDUCATION

2019 ◽  
pp. 517
Author(s):  
Tatyana Dobrova ◽  
Svetlana Rubtsova ◽  
Maria Kopylovskaya ◽  
Liu Changyuan
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
Real Life ◽  
Internationalization Of Higher Education ◽  
Digital Environment ◽  
Lingua Franca ◽  
Institute Of Technology ◽  
English As Lingua Franca

Abstract. The article deals with the issue of internationalization of higher education, in particular, in the sphere of language pedagogy. The study is based on the materials of the research conducted within the framework of the academic mobility project exercised 2018-2019 in Saint Petersburg State University and in Harbin Institute of Technology (visited November, 2018). The process of internationalization is viewed through the prism of such intercultural communication concepts as multilingualism and multiculturalism and their influence on teaching and learning practices. In real life English as lingua franca is used by representatives of different linguistic and cultural identities to communicate with representatives of professional and academic communities for whom English is also a foreign language, thus teaching English as lingua franca requires professionals who are not native speakers possessing the experience of professional and intercultural communication in the English language rather than just native speakers’ language experience. The peculiarities of teaching in the above-mentioned universities were revealed with the help of questionnaires for both university teachers and students concerning learners’ practices in the digital environment. The authors set up the hypothesis that the results serve as an authentic manifestation of intercultural communication in students’ virtual activities in social networks and in browsing the Internet for relevant information both in Russia and China.Key words: internationalization of higher education, intercultural communication, multilingualism, multiculturalism, learners’ digital environment

scholarly journals English as Lingua Franca

2015 ◽  
Vol 11 (1 (13)) ◽  
pp. 7-17
Author(s):  
Seda Gasparyan
Keyword(s):  
Intercultural Communication ◽  
English Language ◽  
Academic Research ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Teaching Language ◽  
Language Status ◽  
English As Lingua Franca ◽  
Significant Bearing

The article highlights English as Lingua Franca and emphasizes the importance of teaching Language for Special Purposes (LSP). The content of the notion “lingua-franca” is analysed on the basis of a number of linguistic works devoted to the English language status. English as Lingua Franca refers to the use of English as a medium of communication between speakers of different languages. Nowadays, contacts between people with different cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people of various nationalities and cultures. In recent years ELF has been studied by many linguists interested in how its pronunciation, vocabulary and grammar are different from other varieties of English. ELF has now established itself as a major and expanding field of academic research. Its interconnections with teaching and other disciplines are being currently discussed, acknowledged and investigated.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

Chinese Netizens’ reactions to the use of English as a lingua franca

English Today ◽  
2018 ◽  
Vol 35 (4) ◽  
pp. 3-12
Author(s):  
Weihong Wang ◽  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
World Englishes ◽  
Indigenous Languages ◽  
Linguistic Capital ◽  
Lingua Franca ◽  
Global English ◽  
Local Varieties ◽  
British English ◽  
Linguistic Imperialism ◽  
The World

With the spread of English around the globe, academics increasingly seek to figure out what global English means to the world. Some accept English globalisation as a reality and take it as natural, neutral and beneficial for international and intercultural communication (Crystal, 2003). Some recognise English skills as important linguistic capital and must-have global literacy (Park & Wee, 2012; Tsui & Tollefson, 2007). However, others associate the global expansion of English with linguistic imperialism and the death of indigenous languages (Phillipson, 2009). Some regard globally spread English as native English varieties, particularly American and British English (Modiano, 2001; Trudgill, 1999), others argue for the rise of local varieties of World Englishes (WE) (Bolton, 2005; Kachru, 1986) and the international use of English as a lingua franca (ELF) (Jenkins, 2007; Seidlhofer, 2011). Although these generic interpretations of English have solid arguments from their own perspectives, none is sufficient to elucidate all the ‘complexity of ideological ramifications of the spread of English in [any] particular locality’ (Pan, 2011: 79).

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>

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