Hong Kong university students’ perceptions of their identities in English as a Lingua Franca contexts

2014 ◽  
Vol 24 (1) ◽  
pp. 94-112 ◽  
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Native Speakers ◽  
First Language ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Chinese Speakers ◽  
Second Language Speakers ◽  
Native Speakers Of English ◽  
Asian Context

This paper presents findings from an exploratory study that investigated the perceptions of a group of Hong Kong university students concerning their identities in English as a Lingua Franca (ELF) contexts. Qualitative data were collected primarily via in-depth interviews with a group of second-language speakers of ELF who use English with people from different first-language and cultural backgrounds on a regular basis. The analysis revealed that these participants came to terms with their identities as non-native speakers of English and emphasized the importance of maintaining their cultural identities as Hong Kong or Chinese speakers of ELF. In addition, most of them valued their ‘multicompetence’ in English, Cantonese and Putonghua when speaking English in ELF situations. The inquiry also found that some participants’ identification with other non-native speakers of English within the ELF community was rather selective and that different members within the ELF community were not perceived as equally ideal speakers of ELF. The study offers some valuable insights into the identities of ELF speakers and the wider ELF community within an Asian context.

Exploring second language speakers’ linguistic identities in ELF communication: a Hong Kong study

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
University Students ◽  
Qualitative Inquiry ◽  
Linguistic Competence ◽  
Lingua Franca ◽  
Second Language Speakers ◽  
Asian Context ◽  
Depth Interviews ◽  
Native Status

AbstractThis paper reports on a qualitative inquiry that investigated a group of Hong Kong university students’ perceptions of their linguistic identities in English as a Lingua Franca (ELF) communication. The participants of the study were proficient second language (L2) speakers of English who reported to have participated in intercultural ELF communication on a regular basis. By analyzing data gathered via two rounds of in-depth interviews, the study revealed that these participants did not evaluate their “non-native” status negatively but embraced their identities as legitimate and empowered speakers of English in ELF interactions. In addition, they validated their identities as multilingual, multicompetent, and translingual speakers of English with the ability to draw upon a diverse set of multilingual resources flexibly in ELF contexts. The analysis also found that these participants’ linguistic identities were constructed and negotiated in relation to the perceived linguistic competence of other ELF speakers, especially L2 speakers of other cultural/national backgrounds. This paper sheds light on the complexity of linguistic identities in ELF contexts and contributes to the growing ELF research in the Asian context.

The Functions of Actually in a Corpus of Intercultural Conversations

2001 ◽  
Vol 6 (2) ◽  
pp. 257-280 ◽  
Author(s):  
Winnie Cheng ◽  
Martin Warren
Keyword(s):  
Hong Kong ◽  
Native Speakers ◽  
Hong Kong Chinese ◽  
Chinese Speakers ◽  
Naturally Occurring ◽  
Native Speakers Of English ◽  
The Way

Using a corpus of naturally occurring conversations between native and non-native speakers of English in Hong Kong, we examine the use of actually in intercultural conversations. The frequencies with which the two groups of speakers use actually and the functions it performs are compared and contrasted. Our findings suggest that Hong Kong Chinese speakers of English use actually far more frequently than native speakers of English. The patterns of usage are remarkably similar in certain respects but there are differences in use and in the position actually occupies in utterances which in turn can affect the way that it functions. Explanations are offered for the differences in usage between the two groups of speakers.

scholarly journals Business English as a Lingua Franca – A Cross-Cultural Perspective of Teaching English for Business Purposes

2014 ◽  
Vol 11 (2) ◽  
pp. 77-87
Author(s):  
Nataša Gajšt
Keyword(s):  
Intercultural Competence ◽  
Native Speakers ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
Business English ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Patterns Of Communication ◽  
Native Speakers Of English

In our era of globalisation, English is at the top of the languages used in international business. A vast majority of business communication in English is carried out by non-native speakers of English. In a cross-cultural exchange of information, the sender and the recipient come from different cultural backgrounds. The patterns of communication vary across the globe and non-native speakers tend to apply their native language patterns when communicating in English. This paper thus focuses on the concept of spoken communication and dimensions of culture and how they are reflected in communication patterns in different business situations. It also addresses the teaching of Business English as a lingua franca and the role of Business English teachers in helping learners develop their communicative and intercultural competence in order to communicate effectively in a multicultural work environment.

scholarly journals An exploratory analysis of the impact of learners’ first language on vocabulary recall using immersive technologies

2020 ◽  
pp. 266-271
Author(s):  
Kevin Papin ◽  
Regina Kaplan-Rakowski
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Chinese Speakers ◽  
Post Hoc Analysis ◽  
Vocabulary Recall ◽  
Native Speakers Of English ◽  
Post Hoc ◽  
L2 Vocabulary ◽  
The Impact ◽  
Immersive Technologies

This exploratory post-hoc analysis examined the impact of learners’ first language (L1) on learning vocabulary annotated in immersive 360º pictures. This analysis is a part of a larger, between-subjects study (Papin & Kaplan-Rakowski, 2020) in which learners (N=63) of French as a second language (L2) studied vocabulary annotated in (1) Two-Dimensional (2D) pictures viewed on a desktop monitor, (2) 360º pictures viewed on a desktop monitor, and (3) 360º pictures viewed using a Virtual Reality (VR) headset. A multiple regression linear model revealed that native speakers of English benefited significantly more from immersive technologies compared with L1 Chinese speakers. When low-immersion and high-immersion technologies were used, Chinese L1 speakers were significantly disadvantaged by high-immersion VR. This study has implications in the field of L2 vocabulary research and learning materials design.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals ENGLISH IN THE GLOBAL WORKPLACE: A NARRATIVE APPROACH

2013 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Narrative Approach ◽  
Language Awareness ◽  
Lingua Franca ◽  
Diffi Cult ◽  
International Environment ◽  
Holistic Understanding ◽  
New Directions ◽  
Native Speakers Of English

This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study – an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising – an essential aspect of business communication.

“It’s always different when you look something from the inside”

2016 ◽  
Vol 2 (2) ◽  
pp. 323-350 ◽  
Author(s):  
Marie-Louise Brunner ◽  
Stefan Diemer ◽  
Selina Schmidt
Keyword(s):  
University Students ◽  
Language Use ◽  
Ad Hoc ◽  
Communication Strategies ◽  
Positive Influence ◽  
European Countries ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Spoken English ◽  
L1 Influence

The article discusses linguistic creativity in informal Skype conversations between university students from eight different European countries. The basis for the study is the Corpus of Academic Spoken English (CASE), a corpus of Skype conversations in an English as a Lingua Franca (ELF) context. With the help of qualitative examples, the article examines innovative language use and proposes a taxonomy for functionally accepted innovations, distinguishing instances of L1 influence, approximations and ad hoc innovation. Our findings point towards an assertive and creative perspective on language use, which seems to have a positive influence on the communicative setting, e.g. illustrated by code-switching in combination with laughter. CASE participants use non-standard forms and innovations freely, accommodating to each others’ language use. They also establish their own ephemeral communication strategies and showcase and emphasize their respective language and cultural backgrounds.

scholarly journals The use of discourse markers but and so by native English speakers and Chinese speakers of English

Pragmatics ◽  
2017 ◽  
Vol 27 (4) ◽  
pp. 479-506 ◽  
Author(s):  
Binmei Liu
Keyword(s):  
Mandarin Chinese ◽  
Native Speakers ◽  
Communicative Competence ◽  
Oral Proficiency ◽  
Discourse Markers ◽  
Native English Speakers ◽  
English Speakers ◽  
Oral Discourse ◽  
Chinese Speakers ◽  
Native Speakers Of English

Abstract Previous studies have found that but and so occur frequently in native and non-native English speakers’ speech and that they are easy to acquire by non-native English speakers. The current study compared ideational and pragmatic functions of but and so by native and non-native speakers of English. Data for the study were gathered using individual sociolinguistic interviews with five native English speakers and ten L1 Chinese speakers. The results suggest that even though the Chinese speakers of English acquired the ideational functions of but and so as well as the native English speakers, they underused the pragmatic functions of them. The findings indicate that there is still a gap between native and non-native English speakers in communicative competence in the use of but and so. The present study also suggests that speakers’ L1 (Mandarin Chinese) and overall oral proficiency in oral discourse affect their use of but and so.

L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Senyung Lee
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Judgment Task ◽  
Advanced Learners ◽  
L1 Transfer ◽  
English Only ◽  
Mixed Effects Modeling ◽  
L1 Influence ◽  
Native Speakers Of English ◽  
The Relationship

Abstract This study investigated the effect of first language (L1) transfer in the recognition of second language (L2) collocations and unacceptable word combinations across low-intermediate to advanced learners of English, and the relationship between proficiency and the recognition of L2 collocations. The study targeted learners from two different L1 backgrounds and native speakers of English in order to disentangle the effect of L1 transfer from the effect of intralingual factors. Four types of English verb-noun combinations were included: English-Korean-Mandarin, English-only, Korean-only, and Mandarin-only phrases. A phrase acceptability judgment task and a phrase recognition report were used. The performances of 92 participants were analyzed using mixed effects modeling. The results from both Korean and Mandarin groups revealed no L1 influence in the recognition of unacceptable L2 word combinations, even at low levels of proficiency. The results also showed that L2 proficiency predicts learners’ ability to rule out grammatical-but-unacceptable L2 word combinations, but not the ability to recognize L2 collocations

Sign in / Sign up

Export Citation Format

Share Document