scholarly journals Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks

2015 ◽  
Vol 3 (4) ◽  
pp. 294 ◽  
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Materials Development ◽  
Learning And Teaching ◽  
International Language ◽  
Native Speakers Of English ◽  
The Subject

<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>

scholarly journals "To ELF or not to ELF?" (English as a Lingua Franca): that's the question for Applied Linguistics in a globalized world

2012 ◽  
Vol 12 (2) ◽  
pp. 249-284 ◽  
Author(s):  
John Robert Schmitz
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Native Speakers Of English ◽  
Anglo American ◽  
State Of Affairs ◽  
Globalized World

The realization that there are today more nonnative speakers than native speakers of English in the world with institutionalized and nativized varieties as well as their own specific communicative, cultural and pragmatic competencies has led to the rethinking of present-day practices in teaching, teacher preparation, and the writing of textbooks. Jenkins' publications (2000, 2003) dealing with the phonology of English and material for teaching English as an international language along with her book English as a Lingua Franca (ELF) (2007) call for the disengagement of the language from Anglo-American native speaker norms. This line of research presents serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that will, if implemented, entail major changes in that endeavor. The winds of change may indeed be beneficial for some and a threat to others. I argue in this paper for an open mindset with respect to the issues and to the new state of affairs in this globalized world today.

scholarly journals Native-speakerism revisited: Global Englishes, ELT and intercultural communication

2018 ◽  
Vol 13 (2) ◽  
pp. 115-129
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Language Functions ◽  
Education Experience ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking

The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals Challenges of the application of linguistic knowledge in the speech practice of the english language

2020 ◽  
Vol 18 (3) ◽  
pp. 189-193
Author(s):  
Z. Zhelyazkova
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Historical Period ◽  
Intensive English ◽  
Teacher Student ◽  
Classroom Processes ◽  
The Subject ◽  
Practical Implications

The article attempts to outline the main characteristics and topics of English language teaching in the most recent historical period in the development of Bulgaria. It envisages the last two decades when intensive English language learning has become a priority, both social and institutional. Taking into account the nature of the language learning, the focus of interest is on the students' attitude to the subject, as well as the main difficulties experienced in the teacher-student interaction. The analysis of the data shows a balance between the teacher's intention and the learner's interpretation, which influences the end result – the actual mastery of the foreign language. The conclusion emphasizes the responsibility of the teacher to judge correctly what the student's expectations are, the freedom of variation that the curriculum gives them, as well as the practical implications of classroom processes for preparing the students for the outside world.

scholarly journals THE TEACHING OF EFL LISTENING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART

2015 ◽  
Vol 20 (2) ◽  
pp. 194
Author(s):  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
International Language ◽  
Research And Teaching ◽  
The Status ◽  
English Speaking ◽  
Teaching Of Listening ◽  
Listening Process

The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakers' utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

scholarly journals Verbs of falling in English language: corpus data and typology

2020 ◽  
Vol XVI (1) ◽  
pp. 115-151
Author(s):  
O. Vinogradova ◽  
◽  
A. Viklova ◽  
K. Pospelova ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Native Speakers ◽  
English Speakers ◽  
Written Production ◽  
Scope Of Application ◽  
Native Speakers Of English ◽  
The Subject ◽  
Corpus Data ◽  
Language Corpus

The paper presents the results of the studies carried over the group of English verbs with the meaning of falling. The research goals included classification of the lexical meanings, both direct and metaphorical, rendered by those verbs, on the basis of the analysis of the components of the situations put together in the special questionnaire. This was carried out together with native speakers of English, after which the collected set of examples was verified and expanded with searches in the big corpora of English speakers’ oral and written production available at the SketchEngine platform. Besides being a great source of extracting lexical meanings, Sketch Engine also provided the data and the statistics for the analysis of collocational behaviour of the verbs in question used with different subjects of falling. The scope of application of the umbrella verb fall and the distribution between it and its two rivals — drop and fall down — was in focus of the three corresponding sections in the paper, while the range of peripheral verbs of falling with all the comparative analysis of their lexical features formed one more section. Separately from the verbs conveying the direct meanings of falling, metaphoric shifts in the meanings of these verbs made up the content of section 6. Based on the findings presented in the previous sections, the conclusions regarding the concept of falling in English are discussed in the last part of the paper. The research confirmed that the verb fall is by far the most widely used in various contexts of falling. Whether used alone or combined with adverbial or prepositional particles, it covers the overwhelming majority of meanings of falling, both literal and metaphorical. Although drop proved to be the most frequent synonym of fall, there is a distribution of meanings between the two related to the nature of the subject and the intentionality of the action. As shown in the paper, the choice between fall and fall down appears to be determined by the trajectory of the fall and whether the typical position of the subject is vertical or not. Likewise, the distribution between fall off and fall down is conditioned by the trajectory, with the surface mentioned with the latter. Among the various peripheral verbs of falling, come and go — the most general verbs of movement — are also used in combination with down in specific cases of falling.

scholarly journals A Meta-Analysis of Studies on the Effectiveness of Using Games Strategies in English Language Learning and Teaching

2021 ◽  
Vol 4 (9) ◽  
pp. 179-193
Author(s):  
Emad Alsoufi ◽  
Ali AbuSeileek
Keyword(s):  
Conference Proceedings ◽  
Language Learning ◽  
Study Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Meta Analysis ◽  
English Language Teaching ◽  
Publication Type ◽  
Learning And Teaching ◽  
Text Length

This study aimed to identify the general trends, description and focus of research about the effectiveness of using games strategy in English language teaching and learning. That is, it investigated the strategies used, instrument, year of publication, publication type, participant, design of the study, skills and areas analyzed in the study, and length of text in studies about the effectiveness of games method. The study used a meta-analysis research design in data collection and analysis. The sample of the study consisted of 70 journal articles, conference proceedings, and graduate theses and dissertations published between 2000-2018. The instrument of the study was a meta-analysis checklist. The descriptive statistics, including frequencies and percentages were used to find differences between the different features. The findings revealed that strategies used in this study and, the feature games (regular) method had the highest frequency. Moreover, the test instrument had the highest frequency in the sample studies analyzed. However, the year 2016 obtained the highest frequency for the year of the study. The type of publication got the next highest frequency in favour of conference proceedings. This was followed by the participant type and level features (EFL learners, school, and 16 participants and more) in the study sample. The experimental design of studies about games strategies received a high frequency. There was also the frequency for skills and areas in studies about games strategies in favour of reading.  The feature games are more effective than other methods and the text length of 11 to 20 pages (2,645-4,729 words) category had the highest frequency. Finally, several related recommendations were introduced to the researchers, curricula designers, supervisors, and English teachers.  

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

scholarly journals The Implementation of “WHATSAPP” as a Media of English Language Teaching

2018 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Kheryadi Kheryadi
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
Online Discussion ◽  
Language Teaching ◽  
English Language Teaching ◽  
Motivation To Learn ◽  
The Subject ◽  
Online Conversation

This paper discusses the implementation of WhatsApp as one of the current beneficial devices to assist students in communicative language learning. It allows them to engage actively in online conversation and create confidence to use English in daily communication through two forms of conversation such as independent and dependent conversation. The first type assists students in interacting among themselves to discuss curios interesting topics, whereas teachers are not involved in their online dialogues. The later, however, acquire, teacher to guide the whole processes, and they are actively participating in the online discussion. This media can help students build their confidence and motivation to learn. Based on the question are distributed to the subject, it revealed that they felt confident, independence, enthusiasm, and having a positive attitude to learn English using application, hence, WhatsApp is one of the recent technologies that can be used in language teaching. 

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