- •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. Strong and weak uncertainty-avoidance cultures
In a recent paper by Sasaguwa, Toyada, and Sakano (2006), they are grouping Australia, Belgium, Canada, England, France, Germany, Italy, Scotland, Spain, and the United States as individualistic countries, and China, Columbia, Ecuador, Egypt, India, Indonesia, Hong Kong, Kazakhstan, Korea, Malaysia, Mexico, Saudi Arabia, Morocco, Singapore, Panama, Paraguay, Peru, Philippines Thailand, Turkey, United Arab Emirates, The Netherlands, South Africa, [and] Switzerland as collectivistic.
The three Japanese authors of this paper must have regretted their allegiance to this rigid dichotomy “individualistic versus collectivistic”, because their results show that “students returning from so-called collectivistic countries were more individualistic than returnees from so-called individualistic countries”. Moreover, these 141 Japanese students had sojourned in 39 different countries, which as a sample per country means only 3.6 participants! One more example of this traditional approach to the study of culture and intercultural understanding can be found in a study by Merkin (2006) that reports data tending to confirm the following in Hofstede’s hypotheses:
[Hofstede 1]: Members of strong uncertainty-avoidance cultures are more likely to communicate ritualistically than members of weak uncertainty-avoidance cultures,
[Hofstede 2]: Members of strong uncertainty-avoidance cultures are less likely to use harmonious facework strategies than members of weak uncertainty-avoidance cultures,
[Hofstede 3]: Members of strong uncertainty-avoidance cultures will be more likely to respond to face threatening acts with aggression than members of weak uncertainty-avoidance cultures.
These confirmations are based on the following data: 658 college students (442 women and 216 men) representing the following six countries: Japan, Sweden, Israel, Hong Kong, Chile and the United States. The samples from each country were not equal, the United States having the largest number—241 students, and Hong Kong only 32.
From this data, one can have serious doubts about the scientific value of these confirmations of the Hofstede hypotheses which read “Members of strong Uncertainty-Avoidance cultures …”, when in this paper “members” is restricted to college students who in 5 of the 6 countries represent a very small number of participants.
As mentioned before, any social psychological research attempting to generalize from a college sample to a nation has no scientific basis. Several other examples could be given. It is quite clear, however, that intercultural research based on the traditional cultural dimensions is certainly not the key for intercultural understanding. From now on, research dealing with cultures can no longer be satisfied with the approach which consists only in trying to apply to all cultures so-called universal “cultural dimensions” or fixed sets of polar attributes.
2. Individualism versus Collectivism, the Case of Japan
In relation to the individualism-collectivism dimension, many scholars have disregarded the three facts mentioned above. A typical example is the Japanese culture. During the last 30 years, drastic changes have taken place in one aspect of Japanese culture: the group orientation. Jiko tassei, the promotion of the individual, is no longer a taboo subject. Individualization has been making strong inroads in the Japanese society. For the young generation, self, the individual, has become more important than the group. Recently, in a white paper, the Japanese government described these changes, giving examples.
An example is the young salary man who refuses to work late at night or during weekends because he wants to relax or do things that he likes. Or again, the young salary man who refuses to be transferred to another city, thus giving up a promotion, because he wants to be with his family. The lifetime employment, which is the lifetime commitment between corporations and their employees, is also under siege (Abegglen, 2003).
According to a survey by the Management and Coordination Agency, in the one-year period ending February 1989, about 2.5 million Japanese switched jobs. Seventy-three percent said they changed jobs to seek better working conditions for themselves. Gakusei Engokai in 1989 conducted a survey among young salary men aged between 20 and 30 in the Tokyo and Osaka areas: Seventy-four percent declared that their own personal work and happiness were more important than the company which employs them. Ninety percent of these same salary men also believe that in the future even more salary people will change jobs (Saint-Jacques, 2005). In a recent paper, Shigeyuki writes: Around the year 2000, personnel managers began talking about how the latest recruits had a whole new outlook. They said that the new employees were narrowly focused on their careers, interested only in themselves, and lacking loyalty to the company (2006).
The seniority-based wage systems and promotion systems are giving way to performance-based systems, and companies are looking for talented individuals who would be an asset for the company from day one.
This new “individualism” tendency also influenced the most basic group underlying all othergroups: the family. The rate of divorce has climbed to previously unknown heights. Japanese women marry later and have fewer children. Many women now decide not to marry. In the 2005 census, about 60 percent of women in their late twenties and 30 percent in their early thirties reported they were single. In comparison with the 1975 census, the first figure has roughly tripled and the second quintupled. In his recent book, The New Japan, Matsumoto, quoting his own research and that of several other scholars, makes the statement that “there is no support for the claim that Japanese are less individualistic and more collectivistic than Americans” (2002).
He makes the distinction of two groups in Japan, the young generation being more individualistic and the older generation still attached to the importance of the group. He proposes the concept of “individual collectivism,” that is, a society which can celebrate cultural diversity in thought and action, that is, individualism, while maintaining core values related to the importance of the group and hierarchy, that is, collectivism.
Robert Christopher was more than prophetic when in 1983 he wrote: “To an extent unmatched by the inhabitants of any other nations, the Japanese succeeded in marrying the social discipline that is the chief virtue of a strong collective consciousness with individualism” (Christopher, 1983). Moreover, it should be remembered, as Tanaka points out in his 2007 paper “Cultural Networks in Premodern Japan,” that the Japanese of the Edo period were not nearly as group-oriented (collectivism) as most people are inclined to believe. The Japanese of the Edo period did not have the group mentality in the sense in which this concept is generally understood: that is, a strong tendency for the individual to conform to group norms in respect to education, values, skills, fashions and lifestyle (Tanaka, 2007).
