- •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
Identify and correct errors involving adverb clauses
(When human rights are the equal rights of everyone/Even though human rights are the equal rights of everyone/If human rights are the equal rights of everyone/Because human rights are the equal rights of everyone) , I don’ think criminals and terrorists can be included.
No one has less or more rights (if the next person does/than the next person does/because the next person does/when the next person does).
It’s not (when someone committed a crime/because someone committed a crime/though someone committed a crime/if someone committed a crime) (who are allowed to take away/when we are allowed to take away/that we are allowed to take away/which we are allowed to take away) his or her rights, to torture, to silence, to indoctrinate.
But all of the rights (to have/which all of us have/because of all of us have/when of all of us have) (though limited/when limited/if limited/because limited) to some extent and in some circumstances belong to criminals as well.
We have freedom of movement (although it does not/when does not/that it does not/if it does not) entail the right to enter the private property (because it belongs/that belongs/if it who belongs/that belongs) to our neighbors.
So the fact (when criminals’ rights are limited/of criminals’ rights are limited/that criminals’ rights are limited/as criminals’ rights are limited) does not set them apart from ordinary citizens.
It does not mean (whose human rights/which human rights/that human rights/more than human rights) are not equal anymore.
Human rights are equal (as soon as they are/with the purpose that they are/because they are/if they are) the unconditional property of us all.
We do not have to fulfil certain conditions – such as respect (because we must have for the law/though we must have for the law/as we must have for the law/we must have for the law) – (wherever we have them/since that we have them/in order that we have them/because we have them).
Unit 1-15. EURO-ENGLISH ACCENTS
Section 1. Guidelines for reading texts on the use of English in European education
By virtue of the considerable number of speakers English has in the world, and also due to the rich variety of its variants, English is more likely to be subjected to accented speech than any other language. The speech of non-native English speakers may exhibit pronunciation characteristics that result from such speakers imperfectly learning the pronunciation of English, either by transferring the phonological rules from their mother tongue into their English speech ("interference") or through implementing strategies similar to those used in primary language acquisition. They may also create innovative pronunciations for English sounds not found in the speaker's first language.
The text below looks at attitudes towards accents, with particular interest in the solidarity dimension (i.e. how much a person identifies with an accent) and status dimension (i.e. how much prestige is assigned to an accent).
A person’s identity is determined not only by personal but also by social identity. Social identity includes ethnic identity and originates from group membership which is established by self-categorisation. Accent and language are considered to be major determinants of social identity, and there has been a lot of research on the expression of social identity through people’s accents and their attitudes towards other accents. Below is an account of a research of a Swedish teacher Britta Larson Bergstedt on attitudes of non-native speakers (NNS) of English towards their own (ingroup) accent and other (outgroup) accents of English.
Text 1-15. EURO-ENGLISH ACCENTS
(After Britta Larson Bergstedt, Lund University, Department of Linguistics)
Research Interest
Like many other mammals, human beings are complex social animals that are fundamentally built to rely on the group for survival while still possessing the skills to endure alone. Although our metacognition skills may distinguish humans from other groups of mammals, our lack of, among other things, sufficient fur, has left us at a disadvantage in the natural environment and thereby even more dependent on a well-structured and effective social network. Individuals are fundamentally aware of the social hierarchy surrounding them and of their place in it. It is no wonder then, that upon meeting unknown people, we both consciously and subconsciously listen and look for clues displaying rank so that we know how to behave (Trudgill, 2000).
A person’s language often serves as a sort of index, or “scent marker” if you will, of one’s life by displaying geographical and social origin, as well as some of one’s ideas and opinions. It is apparent in the animal kingdom that scent markers, vocalizations, and similar cues incite a response in the listener and help to determine whether a stranger is friend or foe. As territorial animals, what kind of reactions do strange and different accents provoke within us, the listeners? Is our response based on previous contact with a particular group and the stereotypes associated with them? Does the amount of time we’ve spent abroad in general affect our reply? And without the sensitive olfactory organs of other mammals, how accurately can we actually identify these vocal “scent markers”?
Are we able to discriminate between them, and most importantly, do we truly recognize our own? As the world continues to contract, we have the opportunity to interact with more and more people outside of our own flock than ever before. How do we react to them and how will they react to us?
Purpose
The main aim of this study is to investigate the response of non-native English speakers, specifically, Swedish female students, towards European (female) foreign accents in spoken English. Are there differences between the attitudes towards different accents? In that case, is the difference in perceived Power, Solidarity, or Competence? What kind of hierarchy is created? How capable are Swedish high school students of correctly identifying a particular accent as coming from a particular country including their own? And does spending time in a foreign country affect the attitudes and judgements made?
Across the world
It is difficult to pinpoint the exact start of the English language’s rise to its current status of fame and fortune, but historians and linguists often link it to coincide with the start of the British Empire and colonization of parts of Africa, Asia and the Americas. English is the mother tongue of Great Britain, the United States of America, Ireland and many countries formerly gathered under the British crown. English is not, however, the world language with the most native speakers, but rather the one with the most total speakers (Svartvik, 1999). The global spread of English has quickly surpassed that of former power languages such as French and Latin.
English is not only the language of Shakespeare and Mark Twain; it is the language used around the world in air traffic control, travel, movies, music, business, science and technology. English is being used more and more frequently in the inter-communication between two, three or more non-native speakers; that is to say, the world is using English to communicate with each other, not just with America, England, and other countries where English is native (Smith, 1983). Although English continues to be the cultural language of native speakers, it has lost its cultural baggage abroad. It is commonplace to discuss politics in English without regard to the British or American standpoint and possible to protest, in English, against the influence of English upon one’s native tongue.