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Strategic use and Perceptions of English as a Lingua Franca

100%
Cogo A.
Poznań Studies in Contemporary Linguistics
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2010
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vol. 46
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issue 3
295-312
EN
English as a Lingua Franca is today a thriving and vibrant field of research which has sparked considerable debate but also a wealth of studies in various directions. This paper builds on recent research in this field and focuses on two areas of investigation, namely pragmatic strategies and perceptions of ELF, while placing them within the larger theoretical framework of ELF studies.
2
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Native-speaker and English as a lingua franca pronunciation norms: English majors' views

100%
Wach A.
Studies in Second Language Learning and Teaching
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2011
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vol. 1
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issue 2
247-266
EN
Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF) appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002) have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.
3
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Foreign or Native-like? The Attitudes of Czech EFL Learners Towards Accents of English and Their Use as Pronunciation Models

88%
Brabcová K., Skarnitzl R.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2018
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vol. 9
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issue 1
38-50
EN
Attitudes of language users to English in the international context certainly do not rank among newly studied subjects. One of the frequent caveats of the ongoing research, however, is that it mostly targets university students of English, which may provide a very skewed perspective. This study focuses on young Czech speakers of English who have studied or are studying other disciplines and uses an online survey to examine their attitudes to English pronunciation in general and to their own pronunciation, to various accents of English and also to exposure to model accents. Analyses of 145 respondents show that 70% of them would like to acquire a native-like accent (most frequently General British), even though most of them use English with other foreigners (and not native speakers). They prefer to be exposed to many different accents of English, native and non-native, and believe that learners should themselves choose which accent they want to regard as a model. One of the most important findings concerns the participants’ belief that pronunciation is teachable and that it is worth working on it; this should provide encouragement to teachers of English. In general, our results suggest that the ELF approach and the associated Lingua Franca Core concept do not seem to be relevant for young Czech users of English.
4
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Can (An) Elf Have a Life of Its Own?

88%
Scheuer S.
Poznań Studies in Contemporary Linguistics
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2010
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vol. 46
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issue 3
331-347
EN
In this paper I wish to look at whether English as a Lingua Franca (ELF) is likely to acquire an identity of its own and be universally perceived as a linguistic entity different from, and independent of, native speaker English(es). The discussion begins with a brief overview of certain controversies surrounding the ELF case, before turning to the so-called Latin analogy theme. The fate of Latin, another well-known example of a language of international communication in the history of mankind, was in fact sealed by the emergence - in the early Middle Ages - of a non-native variety of the language, decidedly distinct from the natural language that later developed into Romance. The paper will attempt to present certain aspects of the Latin-English analogy, with a view to obtaining clues as to the possible future development of the modern lingua franca.
5
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ELF-awareness and Teachers' Attitudes Towards Classroom Materials' Evaluation: A Mini-survey Results

75%
Rzońca N. A.
Półrocznik Językoznawczy Tertium
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2019
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vol. 4
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issue 2
211-232
PL
Niniejszy artykuł skupia się na wpływie wyników badań nad językiem angielskim jako lingua franca (ang. English as a lingua franca – ELF) na nauczanie języka angielskiego w odniesieniu do materiałów dydaktycznych, a w szczególności na sposób, w jaki kultura i różne odmiany języka angielskiego są w nich przedstawione. Odchodzenie od tradycyjnego nauczania języka angielskiego opartego na normach wyznaczonych przez rodzimych użytkowników języka angielskiego wymaga dokładnej oceny obecnych przekonań i założeń nauczycieli oraz ewaluacji ich działań w klasie. Celem artykułu jest analiza dominujących postaw nauczycieli wobec rozwoju, jaki niosą za sobą badania nad językiem angielskim jako lingua franca. W pierwszej części omówiono kilka istotnych zagadnień teoretycznych dotyczących ELF i ich implikacje dla nauczania języka angielskiego, biorąc pod uwagę przede wszystkim materiały dydaktyczne. Przedstawiona została również koncepcja nauczania ze świadomością ELF (ang. ELF-aware teaching). Następnie zaprezentowane zostały wyniki badania, które miało na celu ocenę, czy nauczyciele języka angielskiego w Polsce propagują pedagogikę opartą na ELF, która skupia się na różnorodności kulturowej. Zanalizowana została postawa respondentów wobec sposobu, w jaki różne kultury i akcenty są przedstawione w materiałach dydaktycznych.
EN
The present article focuses on the impact of English as a Lingua Franca (ELF) research on English language pedagogy in relation to teaching materials and, more specifically, the way culture and different varieties of English are included in them. Moving beyond the traditional native speaker norm-based approach to teaching English requires a substantial reassessment and rethinking of teachers’ current beliefs, assumptions and classroom practices. The author seeks to investigate teachers' prevailing attitudes towards this development. The first part of the paper discusses some vital theoretical issues concerning ELF and their implications for teaching English with special attention paid to classroom materials. The concept of ELF-aware teaching is also introduced. The findings of the empirical study which aimed at investigating whether English language teachers in the Polish context follow ELF-aware pedagogy based on cultural diversity are presented then. More specifically, the respondents' attitudes towards ELT materials embracing various cultures and accents are discussed.   
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