scholarly journals Konglish as Cultural Practice: Reconsidering the English Language in South Korea

2021 ◽  
Keyword(s):  
South Korea ◽  
English Language ◽  
Communicative Action ◽  
Cultural Practice ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Linguistic Resources ◽  
Global Language ◽  
Global World ◽  
English As Lingua Franca

English in South Korea, where the language is highly emphasized as a necessary language for the age of globalization, continues to have limited use within the country’s dominant Korean language monolingualism, despite the fact that localized forms of linguistic resources originating from English permeate everyday communication. This sociolinguistic characteristic has led to problems for concepts that aim to provide a typology of new Englishes by identifying them in terms of distinct varieties – including the notions of English as second language/English as foreign language, inner/outer/expanding circles, and English as lingua franca. In this paper, I argue that a proper understanding of English in South Korea requires that we move away from such variety-based approaches, instead viewing language as practice embedded in speakers’ communicative activity in social context. For this purpose, I discuss the case of Konglish, a term that pejoratively refers to English as used by Koreans. While previous studies have rightly argued that expressions condemned as Konglish should be seen as legitimate localized uses of English, here I focus on how Konglish does not represent a variety but a cultural practice, in which Koreans draw upon whatever resource available to them in making communicative action, and through which Koreans conceptualize their position in the global world. Based on this discussion, I argue that research on English as a global language should move beyond the varieties-based approach that focuses on typologies of Englishes to ask more fundamental questions about the nature of language itself.

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 Conceptual Artificial Intelligence framework to Improving English as Second Language

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Learning ◽  
Teaching Literature ◽  
English As Second Language ◽  
Learning Framework ◽  
Foreign Land ◽  
Global Language ◽  
The Individual ◽  
Learning English

English has become a global language in modern day world. It is widely spoken among the non-native English communities as well. However, due to the lack of resources, such as, teaching literature and skilled English teachers, the teaching of English language becomes inefficient. Educational institutions and non-native English students are equally affected by these problems. In order to efficiently cope with the aforementioned issues, we propose an AI-based English learning framework. The proposed AI-based framework combines the previously proposed algorithms and other newly developed techniques to enhance the language learning. The proposed framework enables the individual learners to interact with the framework for improving and enhancing the process of learning English language. In addition, the proposed system has the capability to effectively cope with the lack of resources available to the educational institutes providing English learning courses. In addition, we also perform data collection and develop new modules that are integrated in the proposed framework. We assess the proposed framework by allowing a group of participants to learn English language. These participants are non-native speakers from a foreign land. The results make it evident, that the proposed framework assists the students in learning English as a foreign language.

scholarly journals A Corpus-Based Comparative Study of Derivational Morphemes Across ENL, ESL, EFL Learners Through ICNALE

2020 ◽  
Vol 2 (4) ◽  
pp. 1-12
Author(s):  
Muhammad Farukh Arslan ◽  
◽  
Muhammad Asim Mahmood ◽  
Attia Rasool ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
English As Second Language ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Derivational Morphemes

This corpus-based comparative study was about morphemic derivational patterns in grammatical categories: adjective, noun and verbs in different varieties: English as native language (ENL), English as second language (ESL), and English as foreign language (EFL). This study was done on data collected from ICNALE in which learners’ data from three different varieties of English was compared. The data was tagged through CLAWS tagger and analyzed through AntConc software. In result of analysis, the frequency-based differences in the morphemic derivational patterns were observed after normalizing the data. Such differences across varieties in morphemic patterns were realized through the existence and absence of derivational morphemes. The results showed that the native speakers have higher ability of using a greater number of morphemic patterns than second and foreign language speakers of English. Due to their native like competence, they are more competent is the usage of morphemic derivational patterns. Those distinctive patterns should also be taken as pedagogical implication for second and foreign language learners of English. It can also be helpful for second and foreign language learners in achieving native like ability to use English language.

scholarly journals ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland

2020 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Tresna Nur Andini ◽  
Lee Ye Eun ◽  
Alina Khramova ◽  
Alicja Żok
Keyword(s):  
South Korea ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
The People ◽  
Different Types ◽  
Global Language

English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.

PORTFOLIOS ASSESSMENT AS A METHOD OF ASSESSMENT OF LANGUAGE IN ESL CLASSROOM CONTEXT

2015 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Juella Rumiris
Keyword(s):  
Assessment Tool ◽  
Theoretical Perspective ◽  
Curriculum Planning ◽  
Classroom Context ◽  
Learning Program ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Learning Improvement ◽  
Method Of Assessment ◽  
Teacher's Perspective

The use of portfolios as an assessment tool probably is unlikely common in Asian countries. Portfolios is commonly considered as a compilation of students’ work for a certain period of time. In fact, the portfolios may show the originality of and the nature of students’ learning improvement. In this paper, the writer will discuss portfolios as a method of assessment in English as Second Language or English as Foreign Language (ESL/EFL) classroom context from teacher’s perspective. This paper is designed with this format order: firstly to explain about the degree of portfolios method to assess content, skills and knowledge in the teach-ing-learning program in the ESL/EFL context, to correlate portfolios system to model of curriculum planning and policy context. Secondly, to discuss the strengths and weaknesses of portfolios method from a theoretical perspective, and analyse the validity, reliability, and fairness. Thirdly, to specify the association of portfolios method and the types of assessment and the correlation of portfolios method with assessment for learning. Fourthly, to evaluate the degree of portfolios method of assessment promoting learning of the knowledge, skills, and abilities related to my teaching experience.Keywords : Portfolios, Assessment, Curriculum, Learning, Knowledge, Skills.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

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