scholarly journals The content analysis of the English as an international language-targeted coursebooks: English literature or literature in English?

2019 ◽  
Vol 14 (1) ◽  
pp. 69-79
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Content Analysis ◽  
Native Speakers ◽  
English Literature ◽  
Language Education ◽  
Literary Works ◽  
International Language ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Native English Speaking

The integration of literature and literary works has always played an undeniable role in language education. Despite the existence of a wealth of literature in non-native English-speaking countries, in the majority of the coursebooks, the entire attention is devoted to literary works of the native English-speaking countries. In this study, five coursebooks claiming to be based on English as an international language (EIL) were randomly selected and analysed to investigate to what extent they have incorporated the literatures of native and non-native English-speaking countries. The criteria for the content analysis of the claimed EIL-based coursebooks were based on Kachru’s Tri-Partide Model to categorise the countries, and culture with a small c and Culture with a capital C dichotomy. Results indicated that although the chosen coursebook purports to be based on EIL, less or nearly no attention is given to the literary works of the non-native speakers of English.   Keywords: ELT coursebooks, English as an international language, Kachru’s Tri-Partide model, literature in English

scholarly journals Promoting English Speaking Confidence through Online Expanding Circle Communication

2021 ◽  
Vol 102 ◽  
pp. 01010
Author(s):  
Arifumi Saito ◽  
Younghyon Heo
Keyword(s):  
Intercultural Communication ◽  
Native Speakers ◽  
Efl Learners ◽  
International Language ◽  
Self Confidence ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Speaking Confidence ◽  
Reading Activities

This study explores how expanding circle communication (i.e., intercultural communication between “non-native” speakers of English) boosts the confidence of Japanese EFL learners by developing a positive attitude toward their own English. Japanese, Chinese and Vietnamese university students participated in four sessions of online discussion. Since the idea of “English as an International Language” (EIL) is considered as a key to promote the learners’ positive mindset for what had been considered “non-native” English varieties and boost the confidence in their own English, it was introduced in the reading activities in each session. After the completion of four intercultural communication sessions, reflective writings on two questions asking 1) their self-confidence in speaking English and 2) their attitude about EIL were collected. The result shows that the expanding circle communication brought the Japanese participants to raise their confidence in speaking English in relatively high percentage (73%) of all cases. Regarding the attitude on EIL, on the other hand, students were divided into two groups with the negative (43%) and positive (57%) attitude. In this study, therefore, the gap in the percentage between the participants’ confidence in speaking English and attitude on EIL was examined and discussed.

scholarly journals Non-native English Speaking Teacher (NNEST) and their Delivery

2018 ◽  
Vol 22 (1-2) ◽  
pp. 117-126
Author(s):  
Laxmi Bahadur Maharjan
Keyword(s):  
Native Speakers ◽  
Unexplored Area ◽  
Native Speakers Of English ◽  
Strong Position ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers

This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 117-126

scholarly journals The Speech Act of Complimenting as Part of the Ukrainian, Russian and English-Speaking Communities: Ukraine and the USA

2019 ◽  
Author(s):  
Anzhelika Solodka ◽  
Luis Perea
Keyword(s):  
Cultural Values ◽  
Speech Acts ◽  
Native Speakers ◽  
The United States ◽  
Personal Appearance ◽  
The Usa ◽  
On Line ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Language Context

Compliments as speech acts have the reflection and expression of cultural values. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. It is especially important in linguistic interaction between people. This research aims to analyze the speech acts of complimenting in Ukrainian and American cultures in order to use them for teaching pragmatics second language (L2) students. Defining the ways of complimenting in Ukrainian, Russian and American English help to avoid misunderstandings and pragmatic failures. This study uses a method of ethnomethodology. Speach acts are studied in their natural contexts. To carry out this research native speakers of English in the United States and native speakers of Russian and Ukrainian from all over Ukraine were interviewed on-line. The analysis was made on the data that included: 445 Russian, 231 Ukrainian and 245 English compliments. Results of this study show how native speakers tend to compliment people: syntactical structure of expressions, cultural lexicon, attributes praised and language context. It has implications for teaching English to Ukrainians and for teaching Russian and Ukrainian to speakers of English. Knowing how to use speech acts allows the speaker to have pragmatic competence. Upon completion of the data analysis on the current study, further information on deeper analysis in terms of semantics and metaphorical language can be provided.

scholarly journals 'Real English' in Japan : team teachers' views on nativeness in language teaching

2012 ◽  
Vol 10 ◽  
pp. 175 ◽  
Author(s):  
Sean Sutherland
Keyword(s):  
Team Teaching ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Teacher ◽  
Daily Lives ◽  
Interview Research ◽  
English Speaking ◽  
Native English Speaking

In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

English as an international language

2008 ◽  
Vol 31 (3) ◽  
pp. 28.1-28.16 ◽  
Author(s):  
Michael Clyne ◽  
Farzad Sharifian
Keyword(s):  
Intercultural Communication ◽  
Native Speakers ◽  
Rapid Evolution ◽  
Nonnative Speakers ◽  
Position Paper ◽  
Political Issues ◽  
International Language ◽  
The World ◽  
English Speaking ◽  
Key Dimensions

In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.

Identification and causes of lexical variation in Chinese Business English

English Today ◽  
2015 ◽  
Vol 31 (1) ◽  
pp. 10-15 ◽  
Author(s):  
María Luisa Carrió-Pastor ◽  
Rut Muñiz-Calderón
Keyword(s):  
Electronic Communication ◽  
Native Speakers ◽  
Business English ◽  
Lingua Franca ◽  
Lexical Variation ◽  
International Language ◽  
Chinese Business ◽  
Science Technology ◽  
Native Speakers Of English ◽  
Global Language

English is a global language used by millions of people in very different contexts, such as academia, science, technology, business, mass media, entertainment, etc. The number of non-native speakers of English outnumbers native speakers, as a high number of multinational companies use English as a lingua franca. Electronic communication has also led to an increase in the use of English as an international language. People from different social backgrounds communicate using this lingua franca, and the language may be evolving faster than before.

scholarly journals Islamic English in Islamic Talks

2018 ◽  
Vol 150 ◽  
pp. 05081
Author(s):  
K. Othman ◽  
A. I. Ismail
Keyword(s):  
Content Analysis ◽  
English Language ◽  
Native Speakers ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Native Speakers Of English

The international nature of the English language has affected many communities across the globe and this has led to the emergence of varieties of English, specifically to meet the needs of non-native speakers of English. For Muslim speakers, Islamic English has been proposed which aims to maintain Arabic terms in the English language when there is an absence of equivalent English words. An attempt to translate would lead to distortion in meanings. This paper aims to highlight the presence of Islamic English employed by a prominent international Islamic speaker. Content analysis method is employed. The findings indicate the functions of Islamic English in the speaker’s talks are to provide the accurate meaning of the terms, correct misconceptions and lack of equivalent word in the English language, hence the need for Islamic English for Muslim speakers of English.

Learning pitch patterns in lexical identification by native English-speaking adults

2007 ◽  
Vol 28 (4) ◽  
pp. 565-585 ◽  
Author(s):  
PATRICK C. M. WONG ◽  
TYLER K. PERRACHIONE
Keyword(s):  
Word Learning ◽  
Native Speakers ◽  
Word Identification ◽  
Large Individual ◽  
Musical Experience ◽  
Learning Success ◽  
English Speaking ◽  
Native English Speaking ◽  
Pitch Patterns ◽  
Language Learn

The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily entailed learning to use pitch patterns in words. Two major facets of sound-to-word learning were investigated: could native speakers of a nontone language learn the use of pitch patterns for lexical identification, and what effect did more basic auditory ability have on learning success. We found that all subjects improved to a certain degree, although large individual differences were observed. Learning success was found to be associated with the learners' ability to perceive pitch patterns in a nonlexical context and their previous musical experience. These results suggest the importance of a phonetic–phonological–lexical continuity in adult nonnative word learning, including phonological awareness and general auditory ability.

Universal Grammar and the acquisition of French verb movement by native speakers of English

1993 ◽  
Vol 9 (3) ◽  
pp. 189-233 ◽  
Author(s):  
Roger Hawkins ◽  
Richard Towell ◽  
Nives Bazergui
Keyword(s):  
Second Language Acquisition ◽  
Native Speakers ◽  
Universal Grammar ◽  
Great Difficulty ◽  
English Speakers ◽  
Verb Movement ◽  
French Speaking ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Syntactic Differences

White (1989) has shown that L1 English-speaking learners of L2 French appear to be more successful in acquiring the postverbal location of French manner and frequency adverbs than L1 French-speaking learners of L2 English are in acquiring the preverbal location of English manner and frequency adverbs. One implication of recent work by Pollock (1989) on the structure of English and French clauses is, however, that the task of acquiring the placement of manner and frequency adverbs should be the same for both sets of learners, because English provides learners with as much positive syntactic evidence for preverbal manner/frequency adverbs as French does for the postverbal location of such adverbs. The problem, then, is to explain why there should be this difference in success. On the basis of a detailed study of the developing intuitions of English-speaking adult learners of L2 French it is suggested in this article that the English-speakers' success is only apparent. Both groups of learners have great difficulty in resetting a parametrized property of the functional category Agr, but the English- speaking learners of French are able to make use of nonparametrized properties of Universal Grammar to handle surface syntactic differences between English and French, properties which are not so readily available to the French-speaking learners of English. It is suggested that this finding is in line with an emerging view about the role of parametrized functional categories in second language acquisition.

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