So You Think You Can ELF: English as a Lingua Franca as the Medium of Instruction
So You Think You Can ELF: English as a Lingua Franca as the Medium of Instruction
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所以你认为你可以 ELF：英语作为通用语言作为教学媒介
DOI：
10.7146/hjlcb.v23i45.97348
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Beyza Björkman
中科院分区：
文献类型：
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作者：
Beyza Björkman
本文报告了瑞典高等教育中英语口语作为弗兰卡（ELF）的研究结果。目的是探讨语用策略在英语作为一种弗兰卡，即一种载体语言的内容讲座中所起的作用。研究结果表明，在ELF设置的讲师不经常使用的语用策略比学生，谁部署这些策略经常在小组工作项目。本研究的早期阶段表明，尽管在形态句法层面经常出现非标准化，但学生小组活动中几乎没有明显的干扰（Bjorkman 2008 a和B/2009 B），这很可能是由于在互动过程中使用的各种交际策略和提出的问题（Bjorkman 2009 a）。似乎有理由假设，在缺乏适当的策略和问题，作为干扰的实时信号，有一个隐性干扰讲座的风险增加。这一观点与早期关于这些策略重要性的研究结果一致（Mauranen 2006，Airey 2009，Hellekjaer 2010）。研究结果表明，在学术ELF环境中，英语演讲者的有效性主要取决于演讲者的语用能力，而不是他/她的专业水平。这些发现对需要在ELF环境中工作的讲师有重要意义。首先，通过充分使用语用策略来增加互动性对于那些参与英语教学的人来说至关重要。同样重要的是，在英语授课中提高对目标语言用法的认识。在宏观一级，可以通过明确的语言政策来提高认识，其中包括对教师和学生进行培训，他们都需要掌握科普这种环境的复杂性所需的技能;在微观一级，可以通过对教师和学生进行内部培训和开设课程来提高认识。
This paper reports the findings of a study on spoken English as a lingua franca (ELF) in Swedish higher education. The aim has been to investigate the role pragmatic strategies play in content lectures where English is a lingua franca, i.e. a vehicular language. The findings show that lecturers in ELF settings make less frequent use of pragmatic strategies than students, who deploy these strategies frequently in group-work projects. Earlier stages of the present study showed that despite frequent non-standardness at the morphosyntax level, there is very little overt disturbance in student group-work (Bjorkman 2008a and b/2009b), most likely owing to a variety of communicative strategies used during interaction and the questions raised (Bjorkman 2009a). It seems reasonable to assume that, in the absence of appropriate strategies and questions that serve as real-time signals of disturbance, there is an increased risk for covert disturbance in lectures. This view complies with the findings of earlier studies on the importance of such strategies (Mauranen 2006, Airey 2009, Hellekjaer 2010). The findings imply that the effectiveness of a speaker of English in academic ELF settings is determined primarily by the speaker’s pragmatic ability and less by his/her proficiency. There are important implications of these findings for lecturers who need to operate in ELF settings. First, increasing interactivity by using pragmatic strategies sufficiently frequently appears critical for those involved in English-medium education. It is also important that awareness is raised on target language usage in lecturing in English. Such awareness-raising can be achieved at the macro level by clearly-written language policies that include training for teachers and students who both need to be equipped with the skills needed to cope with the complexities of such settings, and at the micro level, by in-house training and courses that could be administered to both teachers and students.