scholarly journals Global Englishes Constructs in Language Teaching: A Review of Facebook Materials

2021 ◽  
Vol 5 (I) ◽  
pp. 91-107
Keyword(s):  
Joint Venture ◽  
Native Speaker ◽  
Language Teaching ◽  
Action Plan ◽  
State Level ◽  
Cultural Knowledge ◽  
Priority List ◽  
Future Demands ◽  
Thai English ◽  
Teaching Paradigm

The rising paradigm of Global Englishes (GE) was faced with native-speaker norms and the principle of diversity therein called upon global contents when there was the paucity of globally-oriented language materials and typical models hardly meet the future demands of language learners in Pakistan. At the state-level, many varities of Englishes were not on the priority list of legislation. In this scenario, this study was a systematic review of Global Englishes constructs operating in facebook materials. Twenty-five Facebook posts of different Englishes were selected opting judgmental sampling and axial coding was affixed to analyze thematic patterns in data. Findings evinced the function of GE constructs coalesced in facebook material, and this bonding directed to shape comparative cultural topics for GE instruction which was a joint venture limelighting the deep concerns of L2 speakers assailing L1 cultural, social, and economic hegemony Global Englishes-informed instruction was a useful approach to develop linguistic proficiency of students, and facebook materials were a good source to plan diverse Englishes and their constructs for prospective students in Pakistan. American English, British English, New Zealand English, Pakistani English, Thai English, and Indian English were dissected in a review of facebook materials that could be integrated with language teaching. The study was useful in developing an insight into GE constructs to be a source of cross-cultural knowledge helping to nurture multilingual speakers. The synthesis suggested an action plan for Content and Language Integrated Learning (CLIL) in line with inclusivity of GE as a teaching paradigm.

The Conversion Conundrum: The State and Federal Response to Hospitals’ Changes in Charitable Status

1997 ◽  
Vol 23 (2-3) ◽  
pp. 221-250
Author(s):  
Lawrence E. Singer
Keyword(s):  
Joint Venture ◽  
Low Cost ◽  
State Level ◽  
The State ◽  
Nonprofit Hospitals ◽  
For Profit ◽  
Tax Exempt ◽  
Federal Response ◽  
Profit Status ◽  
Hospital Conversions

The pressures encountered by hospitals in the current era of reimbursement declines and stiffened competition are well known. As the “ultimate” payors—primarily employers and government—aggressively continue to seek low cost care, the response of the hospital industry has been to move toward consolidation and efficiency-enhancing mechanisms.Increasingly, nonprofit, tax-exempt hospitals have come to believe that they are at a significant disadvantage vis-á-vis their for-profit brethren in their ability to attract the capital needed to compete in the market. A growing trend among nonprofit hospitals, therefore, is to sell to or enter into a joint venture with a proprietary organization, or alternatively to convert to for-profit status. In 1995, fifty-eight nonprofit hospitals became for-profit; hospital conversions to for-profit status in 1996 are projected to outstrip the pace established the prior year.The conversion trend has not gone unnoticed at the state level. Recently, several states have proposed or enacted laws regulating sales and conversions of nonprofit hospitals, and many more states are contemplating such legislation.

scholarly journals Rater Behaviour When Judging Language Learners’ Pragmatic Appropriateness in Extended Discourse

2015 ◽  
Vol 32 (1) ◽  
pp. 19 ◽  
Author(s):  
Tetyana Sydorenko ◽  
Carson Maynard ◽  
Erin Guntly
Keyword(s):  
Language Learners ◽  
Speech Acts ◽  
Native Speaker ◽  
Cultural Knowledge ◽  
Pragmatic Competence ◽  
Point Scale ◽  
Request Sequence ◽  
Pragmatic Strategies ◽  
Target Speaker

The criteria by which raters judge pragmatic appropriateness of language learners’ speech acts are underexamined, especially when raters evaluate extended discourse. To shed more light on this process, the present study investigated what factors are salient to raters when scoring pragmatic appropriateness of extended request sequences, and which specific aspects of performance they attend to as appropriate or inappropriate. Three judges evaluated request sequences using a 6-point scale, marked appropriate and inappropriate elements of each request, and explained how they approached the rating of each response. It was found that all raters oriented to the appropriateness of a request sequence as a whole, paying attention not only to the request proper but also to all follow-up moves, including appreciation and closing. Additionally, raters oriented to the surrounding context: the same expressions, such as a specific appreciation statement, were rated as appropriate in some contexts and inappropriate in others. Raters also oriented to pragmatic competence broadly, paying attention not only to appropriate pragmatic strategies and expressions in a particular context, but also to such aspects as intonation and cultural knowledge. Finally, while native and near-native speaker tendencies were observed, target speaker norms were not. Implications for pragmatics teaching and assessment are discussed.Les critères selon lesquels les évaluateurs jugent la pertinence pragmatique des actes de langage d’apprenants de langue n’ont pas suffisamment fait l’objet d’études, notamment lors de l’évaluation de longues conversations. Pour éclairer davantage le processus, la présente étude a cherché à déterminer quels facteurs les évaluateurs jugent importants dans la pertinence pragmatique de séquences de requête étendues, et quels aspects spécifiques de la performance ils estiment appropriés ou pas. Trois juges ont évalué des séquences de requête selon une échelle de 6 points, ont indiqué les éléments appropriés et inappropriés de chaque requête et ont expliqué comment ils avaient abordé l’évaluation de chaque réponse. Les résultats indiquent que tous les évaluateurs jugeaient de la pertinence d’une séquence de requête dans son intégralité, portant attention non seulement à la requête comme telle mais aussi à toutes les démarches qui la suivaient, y compris le remerciement et la clôture. De plus, les évaluateurs tenaient compte du contexte : ils jugeaient qu’une même expression, une déclaration spécifique d’appréciation par exemple, était appropriée dans un contexte donné alors qu’elle ne l’était pas dans un autre. Ils ont également considéré la compétence pragmatique globale, notant, au delà des stratégies et des expressions pragmatiques appropriées dans un contexte donné, des aspects comme l’intonation et les connaissances culturelles. Finalement, si les évaluateurs ont observé des tendances de locuteurs natifs ou quasi-natifs, on ne peut en dire autant des normes de la langue cible. On discute des incidences de l’étude sur l’enseignement et l’évaluation des compétences pragmatiques.

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

scholarly journals An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic

2020 ◽  
Vol 15 (14) ◽  
pp. 83
Author(s):  
Mary Masterson
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Digital Technologies ◽  
Cultural Knowledge ◽  
Virtual Space ◽  
Cross Cultural Communication ◽  
Foreign Language Learners ◽  
Age Cohort ◽  
Language Classrooms ◽  
Foreign Language Classrooms

This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.

Conversation Analysis and language learning

2005 ◽  
Vol 38 (4) ◽  
pp. 165-187 ◽  
Author(s):  
Paul Seedhouse
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Proficiency ◽  
Native Speaker ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Social Science Research ◽  
Science Research ◽  
Learning And Teaching

Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.

scholarly journals Bosnia and Herzegovina on the uncertain path towards the membership in NATO

2019 ◽  
Vol 71 (3) ◽  
pp. 335-360
Author(s):  
Dragan Djukanovic
Keyword(s):  
United States ◽  
Foreign Policy ◽  
Bosnia And Herzegovina ◽  
Action Plan ◽  
State Level ◽  
The United States ◽  
Western Balkans ◽  
Policy Document ◽  
Post Conflict ◽  
The Republic

The path of Bosnia and Herzegovina towards NATO membership began after its entry into the Partnership for Peace in November 2006. In just a few years, Bosnia and Herzegovina has achieved an intensive dialogue with NATO (2008) and the launch of negotiations on the Membership Action Plan (2010), which was however activated in December 2018. In the meantime, there have come to a discord between the key internal political factors in Bosnia and Herzegovina and particularly clear distinction between the Bosniak and Croat elites that unequivocally support NATO membership, and representatives of Serbs at the state level and the Republic of Srpska who are currently against it. Moreover, in October 2017, the National Assembly of the Republic of Srpska took a stand by which it proclaimed the military neutrality of this entity and in that regard insisted on consultations with the neighboring state - the Republic of Serbia. However, in March 2018, the Presidency of Bosnia and Herzegovina adopted a five-year strategic foreign policy document which stipulates that NATO membership is one of its foreign policy foundations. This document only added to the confusion regarding BiH?s membership in the North Atlantic Treaty Organization. Following the general elections held in October 2018, this issue has now posed a specific problem over the formation of the Council of Ministers. Neighbors of Bosnia and Herzegovina - Serbia, Croatia and Montenegro have different opinions concerning the possibility of membership of this country in NATO. Accordingly, Croatia declaratively expresses support and emphasizes its interest in integrating BiH into NATO to prevent cross-border security challenges. Serbian officials are quite restrained about BiH?s entry into NATO, saying that this should be the result of the compromise of the elites of the three constituent nations. The global race between the United States and the Russian Federation represents a turning point in terms of BiH?s membership in NATO. The United States strongly supports this process, believing that it will secure the post-conflict Western Balkans project, while Russia retains the explicit position that any new enlargement poses a problem for its security.

scholarly journals Language Ideology and Its Manifestations: Exploring Implications for Japanese Language Teaching

2020 ◽  
Vol 54 (2) ◽  
pp. 305-316
Author(s):  
Mahua Bhattacharya
Keyword(s):  
Language Ideology ◽  
Language Use ◽  
Native Speaker ◽  
Language Teaching ◽  
Japanese Language ◽  
Pedagogical Approach ◽  
Language Pedagogy ◽  
It Impacts ◽  
Neutral Activity ◽  
Selection Of

Language teaching is often seen as an ideologically neutral activity. Linguists have traditionally believed that what people say about language use or structure does not represent ‘real’ linguistic data (Schieffelin, et al, 1998:11).  However, it is precisely this dismissal that modern linguistic anthropologists hope to dispel. This paper attempts to lay bare the workings of language ideology and how it impacts language teaching in general and Japanese language pedagogy in particular.The ideological orientation of what constitutes ‘standard’ Japanese language involves inclusion of certain components that are motivated by Nihonjinron discourses of ‘identity, aesthetics, morality and epistemology’ and processes of exclusion that ‘erase’ deviations from the ‘norm’ (Schieffelin, et al, 1998:3). Ideas about ‘native speaker’ understanding, selection of language materials, inclusion and exclusion of syntactical, lexical, and pragmatic forms in teaching manuals, etc., are all affected by these perspectives, some of which this paper will hope to enumerate. With concrete examples it will be demonstrated how flawed these processes are and how a critical pedagogical approach may help solve these issues. 

scholarly journals TURKISH EFL LEARNERS’ REFLECTIONS ON CORPUS-BASED LANGUAGE TEACHING

2016 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Tugba Simsek
Keyword(s):  
Native Speaker ◽  
Language Teaching ◽  
Real Life ◽  
Positive Perception ◽  
Structured Interviews ◽  
Efl Learners ◽  
Life Data ◽  
Real Life Data ◽  
Based Instruction ◽  
Teaching Instruction

The aim of this study is investigating Turkish EFL learners’ reflections on corpus-based language teaching; what kind of benefits or drawbacks they have experienced during a corpus-based implementation, and what possible suggestions they can make about this particular experience of theirs. The data was collected through minute papers and semi-structured interviews; and content analysis was conducted for data analysis. The results indicated that the participants found the corpus-based instruction very effective especially thanks to the fact that they could interact with real life data directly. They emphasized that interacting with genuine native speaker language made them more motivated and interested in the classroom. In terms of drawbacks, they stated that sometimes the concordances were difficult to understand. Nevertheless, the learners had a positive perception of corpus-based language teaching instruction. Keywords: Corpus-Based Language Teaching; EFL Learners; Reflection

Teaching of culture within foreign language teaching and its relationship to nationalism

2001 ◽  
Vol 24 (1) ◽  
pp. 61-73
Author(s):  
Akemi Dobson
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Boundary Maintenance ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
National Boundaries ◽  
Communication Needs

Abstract This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.

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