Transcript International Business English as a Lingua Franca

The International Aspect:
Language, Learning and
Teaching
Györgyi Dudás and Zsuzsanna Soproni
Iatefl Conference,
Eger, Hungary 2012
IE or LF?
We are cancel the card.
It don’t depend on the field.
They need to be persuade the customer.
I can suggest you a cheap accomodation.
We can make a consense.
I think on the front page should be a picture who –
which only makes people to spend money to the
charity. (Seidlhofer, 2000)
Let’s resume our ideas. (Dudley-Evans & St. John, 1998)
Lingua Franca or Pidgin English
– a definition and characteristics
•
What it is: a dynamically evolving
language used by native and non-native
speakers of English for effective
international business communication,
which is functional, neutral and cultureless
•
What it is not: Tarzan English,
Newspeak, Ericsson English, Policespeak,
Airspeak, Common European Language,
Cantonese-Chinese business-pidgin
Statistics
340-450 million
L1
240-350 million
L2
?
FL
Chrystal, 1997, pp. 60-61.
International Business
Communication
Language
Knowledge
Earlier Research
• In-service and pre-service
professionals
• Native English speakers/teachers and
non-native English speakers/teachers
The IBS Context
Nationality
Ss
%
Nationality
Ss
%
Iranian
19
2,02%
Norwegian
17
1,81%
Cameroonian
19
2,02%
Russian
27
2,87%
Kazakhstani
29
3,08%
Romanian
26
2,76%
Chinese
40
4,25%
Serbian
16
1,70%
Hungarian
569
60,47%
Slovakian
19
2,02%
Moldovian
33
3,51%
Turkish
51
5,42%
German
Nigerian
18
25
1,91%
2,66%
Ukrainian
Vietnamese
16
17
1,70%
1,81%
Total
941
100,00%
Active Ss on English medium courses
Sample
N=152
Students' contact hours
in English
Exempt
16%
4 hours,
34 %
8 hours,
22 %
6 hours,
24 %
Tool
34 item self-report questionnaire with
Likert type statements
E.g.
I am satisfied with the progress I have made
in English since September. (SUCCESS)
Studying with international students has
contributed greatly to my development in
English. (INTL)
Findings
• Language
• Learning
• Teaching
Language
Success in language learning is
accompanied by code-switching.
Corr=0,49; p<0,01
Successful learners tend to do and
notice code-switching more.
Meanhisuc= 3,91
Meanlosuc = 3,33
t(128) = -5,051
p<0,01
Language
More motivated learners
communicate more in English.
Meanhimotiv= 4,53
Meanlomotiv = 4,0
t(141) = -3,310
p=0,03
Successful learners prefer to
communicate with peers who
have a higher command of
English.
Meanhisuc= 0,78
Meanlosuc = 0,56
t(122) = -2,739
p<0,01
Language
More motivated learners appreciate
IBS English modules more.
Successful learners communicate
more in English.
Meanhisuc= 4,49
Meanlosuc = 4,08
t(126) = -2,385
p < 0,05
‘I prefer to communicate with
students whose
level of English is … mine.’
lower than
2012
2010
about the same as
higher than
0
10
20
30
40
50
60
70
80
Learning
More motivated learners benefit
more from the international
environment.
Meanhimotiv= 3,8
Meanlomotiv = 3,51
t (142)=-2,176
p=0,03
‘Learning is the same
everywhere in the world.’
Strongly disagree
10%
Disagree
Partly agree
Agree
Strongly agree
6%
21%
30%
2010
33%
‘Learning is the same
everywhere in the world.’
Strongly
agree
12%
Agree
20%
2012
Partly
agree
20%
Strongly
disagree
20%
Disagree
28%
Learning
‘Learning is the same everywhere
in the world.’
The higher the competence, the
larger extent students disagree.
MeanE= 3,73
Mean4 = 3,58
Mean6= 2,97
Mean8= 2,65
p=0,27
p=0,18
The fact that there are students whose
mother tongue is different from mine
motivates me to learn foreign languages.
Strongly
agree
23%
Strongly
disagree
3%
Disagree
8%
Partly
agree
25%
Agree
41%
Teaching
‘IBS teacher adapt to the needs of
students coming from different
cultures.’
50
45
40
35
30
2010
25
2012
20
15
10
5
0
Strongly disagree
Disagree
Partly agree
Agree
Strongly agree
References
Babcock, R. D., & Du-Babcock, B. (2001). Language-based communication zones in international
business communication. Journal of Business Communication, 38(4), 372-412.
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Chrystal, D. (1997). English as a global language. Cambridge University Press..
Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach.
Cambridge: Cambridge University Press. Chapter 4: English for Business Purposes (pp.53-73).
Gimenez, J. (2006). Embedded business emails: Meeting new demands in international business
communication. English for Specific Purposes, 25, 154-172.
Gupta, A. F. (2006). Standard English in the world. In R. Rubdy and M. Saraceni (Eds.), 2006. English
in the world: Global rules, global roles. London: Continuum, 95-109.
utchinson, T. & Waters, A. (1987). English for specific purposes: A learner-centred approach.
Cambridge: CUP.
Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: the English language in the
outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world (11-30. CUP.
Nickerson, C. (2005). English as a lingua franca in international business contexts. English for Specific
Purposes, 24, 367-380.
Olagboyega, K. W. (2007). Varieties of modern English language. Akita University.
Rogerson-Revell, P. (2007). Using English for international business: a European case study. English
for Specific Purposes, 26, 103-120.
Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca.
VIEWS, 9/1, 51-68.
Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues.
Bristol: Multilingual Matters.
Spichtinger, D. (2000). EIL: a global, a European and an Austrian perspective. VIEWS, 10/1, 48-59.
Widdowson, H.G. (1997). EIL, ESL, EFL: Global issues and local interests. World Englishes, 16/1,
135-146.
Widdowson, H. G. (2003). Defining issues in language teaching. Oxford: OUP.
Widdowson, H.G. (2004). Text, context, pretext. Oxford: Blackwell Publishing.
Thank you for your
attention.
[email protected]
[email protected]