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言語運用能力(Communicative Competence)

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

中介语（interlanguage）初探

The second edition of Rosina Lippi-Green's book, English with an accent: Language, ideology, and discrimination in the United States, continues the conversation from her 1997 first edition regardin...

English with an accent: language, ideology, and discrimination in the United States

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The Other Tongue: English Across Cultures

Spontaneous and sustained use of the L2 inside and outside the classroom varies according to a number of linguistic, communicative, social, and psychological factors. Authentic communication in L2 as a result of the complex interrelated system of variables occurs in terms of utilizing L2 for a variety of communicative acts, such as speaking up in class or reading a newspaper, and changes accordingly over time and across situations. By helping the students to decrease language anxiety and increase a willingness to use the L2 inside and outside the classroom, we direct the focus of language teaching away from merely linguistic and structural competence to authentic communication. Willingness to communicate (WTC) model integrates these variables to predict L2 communication, and a few number of studies have tested the model with EFL students. To this end, the current study is an attempt to shed light on the examination of Iranian EFL university students’ WTC and its interaction with their language anxiety and language proficiency. Forty nine university students participated in this study, took TOEFL first and then filled out two questionnaires of WTC, MacIntyre, Baker, Clement, and Conrod (2001) and language anxiety, Horwitz, Horwitz, and Cope (1986). For data analysis, Repeated Measures ANOVA and Spearman correlation were run and the results have revealed that Iranian university students’ WTC is directly related to their language proficiency but surprisingly higher proficient learners showed to be less communicative than lower proficient ones outside the classroom and this proves the state-like nature of WTC in the present sample. Moreover, the interaction between WTC and anxiety did not turn out to be significant. This shows that anxiety did not affect the learners’ participation in communication (WTC). Finally, anxiety and language proficiency are negatively correlated, so the association between language learning experience and L2 anxiety has been confirmed in the results of this study. Therefore, linguistic variables appear to be more predictive of WTC for Iranians, and language instructors should work on their students' English proficiency. Key words: Willingness to communicate; Language anxiety; Language proficiency; EFL context; Iranian students Resume L'utilisation spontanee et continuelle de la L2 a l'interieur et l'exterieur de la salle de cours varie selon de nombre facteurs linguistique, communicatifs, sociaux et psychologiques. La communication authentique en L2 est un resultat d’un systeme complexe des variables survenus en termes d’utilisation de L2 pour une variete d'actes de communication, tels que prendre la parole en classe ou lire un journal, changeant en consequence au fil du temps et selon les situations. En aidant les eleves a diminuer l'anxiete linguistique et a augmenter la volonte d'utiliser la L2 a l'interieur et l'exterieur de la salle de classe, nous eloignons les actions d'enseignement des langues de la competence purement linguistique et structurelle de la communication authentique. Le modele de la Volonte de communiquer (WTC) integre ces variables pour predire la communication L2. Un petit nombre d'etudes ont teste le modele avec les etudiants en EFL. A cette fin, la presente etude est une tentative pour faire la lumiere sur l'examen du WTC sur les etudiants iraniens en EFL et sur son interaction avec leur anxiete linguistique et leur maitrise de la langue. Quarante-neuf etudiants ont participe a cette etude. Ils ont pris le TOEFL en premier et ont ensuite rempli deux questionnaires du WTC, MacIntyre, Baker, Clement et Conrod (2001) et de l'anxiete languistique, Horwitz, Horwitz et Cope (1986). Pour l'analyse des donnees, les mesures repetees ANOVA et la correlation de Spearman ont ete effectues. Les resultats ont revele que le WTC des etudiants iraniens est directement lie a leurs competences linguistiques Mais les apprendis etonnement competents se montrent moins communicatifs que ceux qui ont moins de competence en dehors de la classe, prouvant dans l’exemple actuel la nature etatique du WTC. Par ailleurs, l'interaction entre le WTC et l'anxiete ne s'est pas avere significatif. Cela montre que l'anxiete n'a pas d'incidence sur la participation des apprenants dans la communication (WTC). Enfin, l'anxiete et la maitrise de la langue sont correles negativement, alors l'association entre l'experience de l'apprentissage des langues et de l'anxiete L2 a ete confirmee dans les resultats de cette etude. Par consequent, les enseignants de langues devrait augmenter de competence linguistique des apprenants et de leur fournir la commodite. Mots-cles: Volonte de communiquer; Anxiete languistique; contexte EFL; competences linguistiques

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The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context

Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners’ assessment of their own speaking performance, before and after their being provided with a list of agreed-upon scoring criteria followed by a practice session, matches that of their teachers. In so doing, 29 EFL learners and six EFL teachers served as participants; the learners were asked to assess their audio-recorded speaking performance before and after their being provided with the scoring criteria and practice session. The teachers were also asked to assess the learners’ performance according to the same criteria. Finally, the learners were required to evaluate the effectiveness of doing self-assessment in the form of reflection papers. The results revealed a significant difference between the learners’ assessment ...

Speaking self-assessment: Mismatches between learners’ and teachers’ criteria:

Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this st...

Idealized native-speaker linguistic and pragmatic norms in English as an international language: exploring the perceptions of nonnative English teachers

The present study sought to investigate how non-native English-speaking teachers in Iran recognize the legitimacy of different emerging varieties of English and how they perceive native speaker lan...

Beliefs about English as an International Language (EIL): voices from Persian-speaking English teachers

International business communication is associated with cultural norms of both native and non-native business counterparts. It seems that the study of culture presentation from the perspective of English as a lingua franca in business English textbooks has been rather underexplored. To this end, cultural contents in two internationally distributed business English book series published by leading publishers were examined. It was found that the selected textbooks in the series were in favor of a representation of native speakers in global business encounters, the inner-circle culture of native speakers was the dominant culture content, and the level of cultural presentation tended to remain in the knowledge-oriented rather than communication-based level. This leads to an argument in favor of critical and reflective culture presentations in business materials.

Roya Pashmforoosh

Papers

The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context

Speaking self-assessment: Mismatches between learners’ and teachers’ criteria:

Idealized native-speaker linguistic and pragmatic norms in English as an international language: exploring the perceptions of nonnative English teachers

Beliefs about English as an International Language (EIL): voices from Persian-speaking English teachers

Whose Culture and How Far? Culture Presentation in Current Business English Textbook Series