scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

scholarly journals English as a Lingua Franca from an applied linguistics perspective: In the context of Japan

2020 ◽  
Vol 24 (3) ◽  
pp. 633-648
Author(s):  
Nobuyuki Hino
Keyword(s):  
Foreign Language ◽  
English Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Integrative Learning ◽  
Lingua Franca ◽  
International Language ◽  
Expanding Circle ◽  
Important Argument ◽  
Pedagogical Models

For the past two decades, the concept of English as a Lingua Franca (ELF) has been a topic of much debate among researchers in the global use of English, including those involved in English language teaching (ELT). While in many respects ELF may be viewed just as a new name for its predecessors, such as World Englishes (WE) and English as an International Language (EIL), in other ways it also provides some fresh perspectives for the function of global Englishes. In particular, having grown chiefly out of Europe, where English has traditionally been studied as a foreign language rather than a second language, the ELF paradigm is often suited for the needs of learners of English in the Expanding Circle. With Japan as a primary example, the present paper discusses the significance of the concept of ELF and of the studies within its framework for ELT in the Expanding Circle. An important argument of this article is that studies in the early days of ELF, seeking for elements to facilitate international intelligibility, are still highly useful for ELT in the Expanding Circle. They cater especially to ELT in the Asian Expanding Circle, where pedagogical models are of crucial importance, no less than current ELF studies focusing on the fluid and translingual nature of ELF do. This paper points to the need for ELT teachers to be eclectic and integrative, learning from multiple paradigms, including ELF, WE, and EIL, while even going beyond the newness and oldness of pedagogical approaches, in order to best serve their students.

scholarly journals Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia

2018 ◽  
Author(s):  
Budianto Hamuddin ◽  
Indah Muzdalifah ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Media ◽  
English Language Teaching ◽  
Learning Tools ◽  
Online Questionnaire ◽  
English As Foreign Language ◽  
Publishing Article ◽  
Efl Students ◽  
Learning English

This post print paper presented in ICHaS 2017. Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) Students is the focus of this present study. It's aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs. The students from PBIG FKIP Universitas Lancang Kuning in the province of Riau, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

Review of English as a medium of instruction in Chinese universities today: current trends and future directions

English Today ◽  
2017 ◽  
Vol 34 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
World Englishes ◽  
Medium Of Instruction ◽  
Future Directions ◽  
Entrance Exam ◽  
Current Trends ◽  
Expanding Circle ◽  
National University ◽  
Opening Up

The use of the English language in China, and especially in Chinese education has been increasing for several decades, despite various attitudes towards its use (Hu, 2009; Niu & Wolff, 2003; Wang, 2015). In the traditional perspective of world Englishes (Kachru, 1992), China lies in the expanding circle, where English is regarded as a foreign language. However, since China's implementation of the opening-up policy, the teaching of the English language has gained momentum by becoming a key subject in China's education system. Currently, policies in China make English a subject of study from grade three at primary school and as one of the three compulsory subjects in the national university entrance exam (Gaokao), and a compulsory course for university students of all majors (Hu, 2003; Li, 2016).

Which English Should We Stand For? Voices from Lecturers in Thai Multicultural Universities

RELC Journal ◽  
2021 ◽  
pp. 003368822110546
Author(s):  
Yusop Boonsuk
Keyword(s):  
English Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Expanding Circle ◽  
Linguistic Conventions ◽  
Inner Circle ◽  
Thai English ◽  
University Lecturers ◽  
Rapid Transformation

The rapid transformation of English linguistic landscapes has introduced the world to newly emerging English varieties or World Englishes, which are not typically employed in the Inner Circle. To address the defying phenomenon, this qualitative study explored the perceptions of Thai university lecturers on World Englishes, Thai English and the feasibility of implementing World Englishes and Thai English in the classrooms. Data were collected from semi-structured interviews with 15 English lecturers in 5 universities across the Thai regions. Analyzed by content analysis, findings revealed that the participants demonstrated mixed perceptions. While most of the participants viewed British and American Englishes as representations of standard English varieties and questioned the legitimacy of World Englishes and Thai English, others reportedly recognized and accepted the existence of World Englishes and considered Thai English as a tool to convey Thai identities and cultures. The findings also indicated that most participants outright disapproved of World Englishes and Thai English in teaching practices, and these varieties were substantially marginalized and devalued. However, to prepare learners for realistic use of English and increase their awareness of World Englishes and Thai English, the remaining participants suggested that English language teaching should embrace flexible linguistic conventions that allow spaces for Inner Circle, Outer Circle and Expanding Circle Englishes.

Code-Mixing and Code Switching: A Special Issue in ELT

2020 ◽  
Vol 4 (2) ◽  
pp. 23-31
Author(s):  
Mohan Kumar Tumbahang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Numerical Data ◽  
Foreign Language Teaching ◽  
Code Switching ◽  
English Language Teaching ◽  
Special Issue ◽  
Code Mixing ◽  
Teaching Learning

The aim of this article is to offer a brief discussion on the issue of code-mixing and code-switching which has played crucial but controversial role in the foreign language teaching-learning activities more specifically in the English Language Teaching (ELT). The methodology used in this article is essentially the descriptive one which deals with the non-numerical data to explain and analyze the proposed issue. The basic theory has been drawn from the sociolinguistics that generally discusses on the bilingualism as well as multilingualism where the notion of code-mixing and code-switching have become universal phenomenon. This paper can be helpful for the students, teachers, textbook writers and the beginners of the ELT practitioners.

An analysis of ELF-oriented features in ELT coursebooks

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Reiko Takahashi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
Lingua Franca ◽  
Learning English

Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

German-English Interference in the Field of Vocalism (Based on the Speech of Germans who Study English as a Foreign Language)

2021 ◽  
pp. 128-143
Author(s):  
Anna Abryutina ◽  
Anna Ponomareva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
Comparative Methods ◽  
Instrumental Method ◽  
Qualitative And Quantitative ◽  
Theoretical Significance

The growing popularity of contrastive phonology as a branch of linguis-tics is seen now, in particular, due to the spread of bilingualism and multilin-gualism. Globalization involves the ability to speak several languages, in the study of which the phonetic level is primarily considered. The purpose of this work is to examine and describe the most likely consequences arising from in-terference in the articulation of vowel sounds in the English-language speech of Germans who study English as a foreign language. The article deals with monophthongs, diphthongs, and triphthongs, dis-cusses possible variations in the articulation of sounds, as well as the processes of reduction, elision, and substitution. Descriptive and comparative methods are the leading ones in the work, however, the instrumental method is also used to determine deviations from the norm and the nature of changes in articulation. The paper identifies a number of trends in the articulation of English sounds by Germans and reveals the reasons of the main difficulties which stu-dents face while studying phonetic norms of RP and speaking German as their native language, i.e. the qualitative and quantitative mismatch of allophones. The achievement of this goal testifies to the theoretical significance of this work, namely, the possibility of further detailed research in the field of sociophonetics and phonostylistics.

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