- •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. Communications technology
The ‘communications revolution’ has, in many ways, just begun. New communications media are changing the social, economic and political structure of societies across the world.
In 1997, when David Graddol’s book The Future of English? was published, the cost of international telephone calls was falling fast. By the end of the 20th century, the cost of a call was determined less by distance and duration and more by the extent to which the telecoms business in a destination country had been liberalised. Countries such as Vietnam were amongst the most costly to reach from the UK, whereas the English-speaking world had been brought into close proximity, in terms of ‘teledistance’.
The world is talking more. In 2004, international calls from fixed lines reached 140 billion minutes. In 2002, mobile phone connections overtook fixed lines and passed the 2 billion figure in September 2005.
With the development of voice over internet protocol (VOIP), calls can be made over the internet across the world at no marginal cost. Such facilities are not only available to large corporations – making Indian call centres more attractive – but also to ordinary consumers through schemes such as Skype which, by the end of 2005, claimed to have 50 million users. VOIP is replacing landline technology, which is expected to be obsolete in the UK by 2010.
2. Text messaging
Short text messages (SMS) have become a major form of communication in Europe and Asia, especially among young people.
SMS has had several social and political impacts: in the UK new forms of bullying have emerged; in Germany, it is used to organise mass parties. In 2001, text messaging helped bring down the Philippines President, Joseph Estrada; in 2005, it helped mobilise participants in the ‘Orange revolution’ in the Ukraine, and massive anti-Syrian protests in Lebanon after the assassination of former Prime Minister Rafik Hariri.
3. Surveillance society
Technology is undermining the traditional distribution of power by redistributing knowledge. The state builds databases on its citizens; businesses profile the buying habits of their customers through loyalty cards; surveillance cameras provide data on civil disturbances, crime, weather and traffic flow; eavesdropping technologies monitor citizens conversations, email and text messages or comments on websites.
Citizens exploit the same technologies. Internet forums allow shoppers to compare prices and read consumer reviews; volunteers create databases of the location of speed cameras for use in car navigation systems; blogs, websites, and webcams allow individuals and small communities to project and manage their own identities.
The Victorians debated the paradox brought by new communications technologies (especially the electric telegraph which wired up the world by the end of the 19th century). On the one hand, it allowed the ‘centre’ to monitor and control the ‘periphery’, whether it be the government in London attempting to control the civil servants in the far reaches of the empire, or central management controlling staff and rolling stock along the newly built railway lines. But it also allowed information to be disseminated quickly and more widely inways that were liberating and empowering to ordinary people.
(A) This ‘cat and mouse’ game is likely to continue as technology allows even faster and more powerful ways of collecting, analysing and communicating information.
Surveillance, censorship and cryptography are now some of the main drivers of language technology research. International telephone traffic (in billions of international telephone minutes) has been steadily increasing but may now be levelling off as other channels of communication are used. (Data from International Telecommunications Union)
The proportion of internet users for whom English is a first language has been decreasing fast. But is that also true of web content?
In 1998, Geoff Nunberg and Schulze found that around 85% of web pages were in English. A study by ExciteHome found that had dropped to 72% in 1999; and a survey by the Catalan ISP VilaWeb in 2000 estimated a further drop to 68%.
It seems that the proportion of English material on the internet is declining, but that there remains more English than is proportionate to the first languages of users. Estimates from the Latin American NGO Funredes suggest that only 8–15% of web content in English represents lingua franca usage. Although it is difficult to estimate how much content is in each of the major languages, these figures seem to be roughly correct.
This may be simply a time-lag – internet sites in local languages appear only when there exist users who can understand them. Surveys of bilingual internet users in the USA suggest that their use of English sites declines as alternatives in their first language become available.
An analysis published in November 2005 by Byte Level Research concluded:
(B) This data makes clear that the next Internet revolution will not be in English. While English isn’t becoming any less important on the Internet, other languages, such as Chinese, Russian, Spanish, and Portuguese, are becoming comparatively more important.
The dominance of English on the internet has probably been overestimated. What began as an anglophone phenomenon has rapidly become a multilingual affair.
Software has been made capable of displaying many different kinds of script. Many corporate websites now employ multilingual strategies making choice of language a ‘user preference’. Machine translation of web content is only a mouse-click away. And there are many reasons why the internet, which started as a long-distance, global communications medium, is now serving much more local interests. Furthermore, the internet is proving to be a very useful resource to those interested in learning lesser-used languages.
So, a much more important story than the dominance of English lies in the way lesser-used languages are now flourishing on the internet and how communication is becoming more multilingual. The proportion of English tends to be highest where the local language has a relatively small number of speakers and where competence in English is high.
In Holland and Scandinavia, for example, English pages run as high as 30% of the total; in France and Germany, they account for around 15-20%; and in Latin America, they account for 10% or less. (Geoffrey Nunberg ‘Will the Internet Always Speak English?’ The American Prospect) English on the internet is declining.
