- •Пояснительная записка
- •Table of contents
- •International communication
- •International communication
- •Independent b1
- •Independent b2
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •Incorrect article choice
- •Incorrect omission or inclusion of articles
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •(Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •Verb errors involving tense
- •Text 1-4. Receptive multilingualism (Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •Identify and correct errors involving verbs and verbals
- •(After j. Normann Jørgensen’s and Kasper Juffermans’ sections in the Toolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •7. Which of the following best describes the organization of the passage?
- •9. What is the author's attitude toward superdiversity and languaging? Answer choices:
- •Incorrect verb forms
- •(After Robert Phillipson’s Lingua franca or lingua frankensteinia? In World Englishes, 27/2, 250-284, 2008)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find indirect information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •8. What is the author's attitude toward the English language in science and education expressed in the following paragraph?
- •9. Make valid inferences based on the questions:
- •Identify and correct errors involving verbs and verbals
- •Incorrect inclusion or omission of prepositions
- •Identify and correct errors involving prepositions
- •1. A definition of communication
- •2. Major structural components
- •3. What is culture?
- •4. Explaining Culture
- •1. New approach to intercultural understanding.
- •2. Culture as Ways of Thinking, Beliefs and Values
- •3. Culture as Language: The Close Link Between Language and Culture
- •Identify and correct errors involving the wrong word choice
- •Identify and correct errors involving sentence structure
- •Incomplete adjective clauses
- •Identify and correct errors involving types of clauses
- •Identify and correct errors involving adverb clauses
- •In Europe
- •In Sweden
- •Incomplete noun clauses
- •Identify and correct errors involving noun clauses:
- •Incomplete participial phrases
- •Incomplete appositives
- •Incomplete/missing prepositional phrase
- •Identify and correct errors involving incomplete phrases
- •Introduction
- •Informative Abstracts:
- •Tips and Warnings
- •Identify and correct errors involving word order
- •Items involving parallel structures
- •Introduction
- •Implications
- •Identify and correct errors involving subject-verb agreement
- •Text 1-23. Interpreting successful lingua franca interaction (Based on Christiane Meierkord’s analysis of non-native/non-native small talk conversations in English)
- •The data
- •Identify and correct errors involving misplaced modifiers
- •Text 1-24. Bringing europe's lingua franca into the classroom (After an editorial published on guardian.Co.Uk on Thursday 19 April 2001)
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •1. European migrant workers
- •2. Returnees
- •3. Tourism
- •4. The redistribution of poverty
- •5. Expat workers
- •6. Internal migration
- •7. A reserve army of labour offshore
- •1. Communications technology
- •2. Text messaging
- •3. Surveillance society
- •4. Why English is used less . . .
- •5. Independent journalists and bloggers
- •Text 2-4. Polylingualism, multilingualism, plurilingualism
- •1. Borders - Borderlands – Boundaries (after Virginie Mamadouh)
- •3. Tool(s) – Toolkit (after Virginie Mamadouh)
- •1. Could you tell us your background and why you decided to become an educator? (from Ana Wu, City College of San Francisco, esl Instructor)
- •2. From poststructural and postcolonial perspectives, linguistic imperialism could be critiqued by its deterministic and binary divisions; those who colonize and those who are colonized.
- •6. Dr. Phillipson: In the March, 2009 interview Marinus Stephan on this blog, Dr. Stephan
- •8. You have written and discussed very controversial issues. How do you deal with criticism? How do you react to people who disagree with your ideas?
- •1. Interactive communication
- •2. Time and Space
- •3. Fate and Personal Responsibility
- •4. Face and Face-Saving
- •5. Nonverbal Communication
- •6. Summary
- •1. Social interaction.
- •2. Looking Back
- •3. Food for Thought
- •1. Introduction
- •2. Three Decades Have Passed
- •3. Cultural Predestination!
- •4. Individual Values
- •5. Culture Is a Set of Dynamic Processes of Generation and Transformation
- •1. Strong and weak uncertainty-avoidance cultures
- •2. Individualism versus Collectivism, the Case of Japan
- •3. Identity
- •1. Two specific uses of the concept of cultural identity
- •2. The interplay of culture and personality
- •3. The interaction of culture and biology
- •4. Psychosocial patterns of culture
- •5. Motivational needs
- •6. The flexibility of the multicultural personality
- •1. Introduction
- •2. Background: English as the language of publication and instruction
- •3. Methods
- •4. Results
- •4.1 Form of words (Morphology)
- •4.2 Grammar (Syntax)
- •4.3 Attitudes towards English as a Lingua Franca
- •5. Conclusion
- •Text 2-14. A new concept of english?
- •Cambridge English Examinations: Speaking Test
- •1. Basic Interpersonal Communication Skills (bics)
- •Implications for mainstream teachers
- •2. Common underlying proficiency (cup)
- •Implications for mainstream teachers
- •Implications for mainstream teachers
- •4. Additive/subtractive bilingualism
- •Implications for mainstream teachers
- •Introduction
- •Impetus for the study
- •1. Cultural
- •2. Organizational
- •Parts of an Abstract
- •Introduction
- •Interaction between teacher and students
- •Read the introduction section of the article.
- •Read the methods section of the article.
- •Read the discussion section of the article.
- •(Based on Christiane Meierkord’s analysis of non-native-/non-native small talk conversations in English. Continued from Text 1-23)
- •Interpreting lingua franca conversational data
1. Matching headings with paragraphs.
Step 1. Survey the whole text.
Step 2. Look over the 8 headings given in the table.
Step 3. Skim each paragraph to identify the topic.
Match the given 8 headings with the 8 paragraphs of the text:
-
Insertion and alternation
1
The nature of the conversation
2
A potential of LaRa
3
Insights into Lingua Receptiva (LaRa)
4
The role of proficiency
5
Codeswitching
6
Strategies in LaRa
7
The degree of difference
8
2. Identifying where to find information.
Step 1. Survey introductory and concluding paragraphs, and identify the core ideas of the passage.
Step 2. Skim the rest of the passage to make sure.
Step 3. Scan the text to find the correct wording of its main idea, the topic, and the purpose, write out the key words from each paragraph.
Step 4. Skim the text for examples of descriptions, step-by-step explanations, directions, comparisons and contrasts, analyses, analogies, and definitions.
a/ The main idea is what the author has in mind when s/he is writing a text. Which one of the sentences given below most closely renders the main idea of the text?
1. Receptive Multilingualism activates understanding processes in intercultural and interlingual interactions in which the participants use different languages/varieties as speakers or as listeners.
2. LaRa has become an accepted mode of communication.
3. Creative verbal elements within LaRa result from receptive multilingual discourse.
4. LaRa has a potential for solving communicative problems both by overcoming ideological asymmetries and establishing discursive interculture(s).
5. LaRa enhances the idea of cultural and linguistic diversity and helps immigrants be integrated into 'dominant' society.
b/ The topic is the subject area the author chooses to bring her/his idea to the reader. Identify the main topic of the text.
1. Alternation as a form of codeswitching.
2. Comparison of LaRa to other multilingual modes.
3. The intercultural communicative situation.
4. Receptive multilingual discourse.
5. Cross-cultural and cross-linguistic communication.
c/ The purpose of the text is what the author wants the reader to believe in. Does the writer want you to believe that:
1. Turkish immigrants in Germany use insertional codeswitching?
2. LaRa promotes the idea of cultural and linguistic diversity by addressing two languages simultaneously?
3. Codeswitching is common in many bi- and multilingual communities the world over?
4. The two main forms of codeswitching are insertion and alternation?
5. In LaRa speakers apply additional competencies, or repertoires, in order to monitor the way hearers activate their 'passive knowledge' and understanding?