- •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. Two specific uses of the concept of cultural identity
The concept of cultural identity can be used in two different ways. First, it can be employed as a reference to the collective self-awareness that a given group embodies and reflects. This is the most prevalent use of the term. "Generally," writes Stephen Bochner (1973), "the cultural identity of a society is defined by its majority group, and this group is usually quite distinguishable from the minority sub-groups with whom they share the physical environment and the territory that they inhabit." With the emphasis upon the group, the concept is akin to the idea of a national or social character which describes a set of traits that members of a given community share with one another above and beyond their individual differences.
Such traits almost always include a constellation of values and attitudes towards life, death, birth, family, children, god, and nature. Used in its collective sense, the concept of cultural identity includes typologies of cultural behavior, such behaviors being the appropriate and inappropriate ways of meeting basic needs and solving life's essential dilemmas. Used in its collective sense, the concept of cultural identity incorporates the shared premises, values, definitions, and beliefs and the day-to-day, largely unconscious, patterning of activities.
A second, more specific use of the concept revolves around the identity of the individual in relation to his or her culture. Cultural identity, in the sense that it is a functioning aspect of individual personality, is a fundamental symbol of a person's existence. It is in reference to the individual that the concept is used in this paper. In psychoanalytic literature, most notably in the writing of Erik Erikson (1959), identity is an elemental form of psychic organization which develops in successive psychosexual phases throughout life.
Erikson, who focused the greater portion of his analytic studies on identity conflicts, recognized the anchoring of the ego in a larger cultural context. Identity, he suggested, takes a variety of forms in the individual. "At one time," he wrote, "it will appear to refer to a conscious sense of individual identity: at another to an unconscious striving for a continuity of personal character: at a third, as a criterion for the silent doings of ego synthesis: and, finally, as a maintenance of an inner solidarity with a group's ideals and identity." The analytic perspective, as voiced by Erikson, is only one of a variety of definitions. Almost always, however, the concept of identity is meant to imply a coherent sense of self that depends on a stability of values and a sense of wholeness and integration.
2. The interplay of culture and personality
How, then, can we conceptualize the interplay of culture and personality? Culture and personality are inextricably woven together in the gestalt of each person's identity. Culture, the mass of life patterns that human beings in a given society learn from their elders and pass on to the younger generation, is imprinted in the individual as a pattern of perceptions that is accepted and expected by others in a society (Singer 1971). Cultural identity is the symbol of one's essential experience of oneself as it incorporates the worldview, value system, attitudes, and beliefs of a group with which such elements are shared. In its most manifest form, cultural identity takes the shape of names which both locate and differentiate the person. When an individual calls himself or herself an American, a Buddhist, a Democrat, a Dane, a woman, or John Jones, that person is symbolizing parts of the complex of images that are likewise recognizable by others. The deeper structure of cultural identity is a fabric of such images and perceptions embedded in the psychological posture of the individual. At the center of this matrix of images is a psychocultural fusion of biological, social, and philosophical motivations; this fusion, a synthesis of culture and personality, is the operant person.
The center, or core, of cultural identity is an image of the self and the culture intertwined in the individual's total conception of reality. This image, a patchwork of internalized roles, rules, and norms, functions as the coordinating mechanism in personal and interpersonal situations. The "mazeway," as Anthony Wallace (1956) called it, is made up of human, non-human, material, and abstract elements of the culture. It is the "stuff" of both personality and culture. The mazeway, suggested Wallace, is the patterned image of society and culture, personality and nature all of which is ingrained in the person's symbolization of self. A system of culture, he writes, "depends relatively more on the ability of constituent units autonomously to perceive the system of which they are a part, to receive and transmit information, and to act in accordance with the necessities of the system...." The image, or mazeway, of cultural identity is the gyroscope of the functioning individual. It mediates, arbitrates, and negotiates the life of the individual. It is within the context of this central, navigating image that the fusion of biological, social, and philosophical realities form units of integration that are important to a comparative analysis of cultural identity. The way in which these units are knit together and contoured by the culture at large determines the parameters of the individual. This boundary of cultural identity plays a large part in determining the individual's ability to relate to other cultural systems.
