The paper discusses English as a Lingua Franca. Lingua Franca (LF) is the term used when referring to a common language between interlocutors of different native languages, usually of also different ethnic and cultural backgrounds. Back in the 14nth century AC, the expansion of trade between people of different ethnicities around the Mediterranean area, led to the creation of a pidgin language, a language with simple grammar and lexicon, which made communication between traders possible. This pidgin language was a mixture of mostly Italian with additions from other languages like French, Spanish, Arabic, Greek and Turkish. Today the term Lingua Franca has expanded to include vehicular languages used around the world used amongst people with different origins and native languages. English is the current, most widespread language to be used as a lingua franca, raising issues of proper definition, effective methods of research, successful teaching and evaluation and respect for the global multicultural environment of the world today.
Table of Contents
- English as a Lingua Franca
- ELF and its Variations
- Research Projects on ELF
- Implications for EFL Teaching and Evaluation
Objectives and Key Themes
This text aims to explore the rise of English as a lingua franca (ELF), examining its variations, the research conducted to understand its usage, and the implications for English as a foreign language (EFL) teaching and evaluation. It also discusses the challenges in defining ELF and differentiating between errors and variations.
- The definition and variations of English as a lingua franca (ELF).
- Major research projects investigating ELF usage and its characteristics.
- The impact of ELF on EFL teaching methodologies and assessment.
- The challenges of distinguishing between errors and variations in ELF.
- The role of intelligibility versus native-like correctness in ELF communication.
Chapter Summaries
English as a Lingua Franca: This section introduces the concept of a lingua franca, tracing its historical development from a pidgin language in the Mediterranean to the current dominance of English. It highlights the global spread of English and the resulting diverse range of varieties, categorized into inner, outer, and expanding circles based on usage and influence. The increasing prevalence of English as a lingua franca, particularly in non-native speaker interactions, is underscored, setting the stage for the subsequent discussion of research and pedagogical implications.
ELF and its Variations: This section delves into the debate surrounding the definition of ELF, specifically addressing the role of native speakers in ELF interactions. It presents differing viewpoints, with some researchers advocating for the exclusion of native speakers from ELF research while others, including UNESCO and the European Commission, recognize ELF use even in interactions involving native speakers. The concept of native speaker accommodation to enhance intelligibility is explored, further emphasizing the complexities of defining and understanding ELF.
Research Projects on ELF: This section details several significant research projects focused on ELF. The ELFA project, focusing on academic contexts, the SELF project concentrating on learner perspectives and social aspects, and the VOICE project emphasizing spoken interaction and intelligibility, are discussed. The diverse methodologies and focuses of these projects highlight the multifaceted nature of ELF research and the various approaches to data collection and analysis, emphasizing the quantitative and qualitative approaches to understanding ELF.
Implications for EFL Teaching and Evaluation: This section discusses the pedagogical implications of ELF research. The shift in focus from native-like correctness to intelligibility is emphasized. The text advocates for EFL teaching that emphasizes communicative competence, cultural sensitivity, and the specific needs of learners, suggesting necessary changes in curricula, teaching methods, and assessment strategies. The lifelong nature of EFL learning and the need for individualized instruction are highlighted, as is the importance of adapting teaching methodologies and evaluation procedures to reflect the evolving understanding of ELF.
Keywords
English as a lingua franca (ELF), English as a native language (ENL), English as a foreign language (EFL), intelligibility, communicative competence, variation, research projects (ELFA, SELF, VOICE), teaching methodologies, assessment, multicultural communication, native speaker accommodation.
Frequently Asked Questions: A Comprehensive Language Preview of English as a Lingua Franca
What is the purpose of this text?
This text explores the rise of English as a lingua franca (ELF), examining its variations, research on its usage, and its implications for English as a foreign language (EFL) teaching and evaluation. It addresses the challenges of defining ELF and distinguishing between errors and variations.
What are the key themes covered in this text?
Key themes include the definition and variations of ELF; major research projects investigating ELF usage; the impact of ELF on EFL teaching and assessment; distinguishing between errors and variations in ELF; and the role of intelligibility versus native-like correctness in ELF communication.
What are the main sections of the text?
The text is structured into four main sections: "English as a Lingua Franca" (introducing the concept and its global spread); "ELF and its Variations" (exploring the debate surrounding ELF's definition and the role of native speakers); "Research Projects on ELF" (detailing significant research projects like ELFA, SELF, and VOICE); and "Implications for EFL Teaching and Evaluation" (discussing the pedagogical implications of ELF research and advocating for a shift in focus from native-like correctness to intelligibility).
What is English as a Lingua Franca (ELF)?
ELF refers to English used as a common language between speakers whose first language is not English. The text discusses the various perspectives on its definition, particularly the role and influence of native English speakers in ELF interactions.
What major research projects are discussed?
The text highlights the ELFA (academic contexts), SELF (learner perspectives and social aspects), and VOICE (spoken interaction and intelligibility) projects, showcasing the diverse approaches to researching ELF.
How does ELF impact EFL teaching and evaluation?
The text argues for a shift in EFL teaching from emphasizing native-like correctness to prioritizing intelligibility and communicative competence. It suggests changes in curricula, teaching methods, and assessment strategies to better reflect the realities of ELF.
What is the difference between errors and variations in ELF?
The text addresses the difficulty in distinguishing between errors and variations within ELF communication. This highlights the complexities in defining standards and evaluating proficiency in ELF contexts.
What is the role of intelligibility in ELF communication?
Intelligibility, rather than native-like fluency, is presented as a key criterion for successful communication in ELF contexts. The text emphasizes the importance of clear and effective communication, even if it deviates from native-speaker norms.
What are the keywords associated with this text?
Key words include English as a lingua franca (ELF), English as a native language (ENL), English as a foreign language (EFL), intelligibility, communicative competence, variation, research projects (ELFA, SELF, VOICE), teaching methodologies, assessment, multicultural communication, and native speaker accommodation.
- Quote paper
- Elena Agathokleous (Author), 2018, English as a Lingua Franca, Munich, GRIN Verlag, https://www.grin.com/document/995910
