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English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language

Abstract

The analysis of English as a lingua franca (ELF) has received considerable attention over the years. There has been a lot of research done both on the morpho-syntactic properties of ELF interactions and the communication strategies used by ELF speakers in order to facilitate communication and avoid misunderstandings. Given the fairly large number of findings, the question arises whether ELF should be introduced in the curriculum or replace EFL (English as a Foreign Language). I believe that although ELF data are significant and can benefit teaching English as a foreign language, they cannot replace EFL, especially because English as a lingua franca is primarily a communication tool and not a language variant. Also, while there have been other models suggested as alternatives to teaching a standard version of English, none of these models seem practical enough or have proven applicable in the classroom.

After giving an overview of the research done on English as a lingua franca, with a special emphasis on the notion of lingua franca core, the study reflects on the repercussions of ELF findings on teaching English as a foreign language.

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Self-Access Learning in Medical English (ME)
A Two-Year Edmodo Project

University, Manila, Philippines, March 6–8, 2014. Poth, R. D. 2017. Post in Edmodo . https://blog.edmodo.com/2017/08/25/three-ways-to-empower-your-students-in-2017/ . Alshawi, S. T.–Faisal, A. A. 2016. The impact of using Edmodo on Saudi University EFL students’ motivation and teacher–student communication. Accessed via Research Gate from: https://www.researchgate.net/publication/316921860_The_Impact_of_Using_Edmodo_on_Saudi_University_EFL_Students%27_Motivation_and_Teacher-Student_Communication . Okumura, Sh.–Takasa, M. 2016. The Use of Edmodo to

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Pragmatic Perspectives on Understanding Strangers
Some Methodological Issues

Interlanguage Pragmatic Knowledge of EFL Learners. Frankfurt am Main: Peter Lang. ---- 2006b. Assessing EFL Learners’ Interlanguage Pragmatic Knowledge: Implications for Testers and Teachers. Reflections on English Language Teaching 5: 1-22. Lombard, Matthew-Jennifer Snyder-Duch-Cheryl C. Bracken. 2002. Content Analysis in Mass Communication: Assessment and Reporting of Intercoder Reliability. Human Communication Research 28: 587-604. Maróti, Orsolya. 2016. Research Methods in Speech Act Studies. In Szili, Katalin-Judit Bándli

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A Study of Parental Attitudes to Teacher Pronunciation in Very Early English

Englishes 28(2): 192–199. Carrie, Erin–Robert M. McKenzie. 2018. American or British? L2 speakers’ recognition and evaluations of accent features in English. Journal of Multilingual and Multicultural Development 39(4): 313–28. Clark, Elizabeth–Paran, Amos. 2007. The employability of non-native-speaker teachers of EFL: A UK survey. System 35(4): 407–430. Clarke, Priscilla M. [Victorian Curriculum and Assessment Authority]. 2009. Supporting Children Learning English as A Second Language in the Early Years (Birth to Six Years) . East Melbourne, VIC

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Translation in ESL Classes

EFL. Cambridge: Cambridge University Press. Dókus. Tünde. 2002. Angol szituációk. Székesfehervár: Lexika Kiadó. Klaudy. K. 2003. Languages in translation. Budapest: Scholastica. Kumaravadivelu. B. 2006. Understanding language teaching. From method to postmethod. San Jose State University. New Jersey London: Lawrence Erlbaum Associates Publishers Mahwah. <https://livelongday.files.wordpress>.com/2011/08/kumaraposmethod.pdf Lado. R. 1964. Language Teaching: A Scientific Approach. New York: McGraw- Hill

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Travelling among Languages – Comparing Language Learning Beliefs of Learners at Home Versus Migrant or Immigrant Workers

Beliefs: Psycho-cognitive, Sociocultural, and Emergent Ecological Approaches to Learner Perceptions in Foreign Language Acquisition. Asian EFL Journal, 10(3): 7-27. Biró Enikő. 2012. Kétnyelvűek nyelvtanulási stratégiái. [Language Learning Strategies of Bilinguals]. Bolyai Társaság, Kolozsvár: Egyetemi Műhely Kiadó. Cotterall, Stella. 1995. Readiness for Autonomy: Investigating Learner Beliefs. System 23(2): 195-205. Dias, Roy. 2000. Lebanese Students’ Beliefs about Learning English and French: A Study of University

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Culture in Language Teaching
A course design for teacher trainees

. 1999. Cultural mirrors: materials and methods in the EFL classroom. In: Hinkel, Eli (ed.), Culture in second language teaching and learning . Cambridge: Cambridge University Press. 196–220. Irujo, Suzanne. 1986. A piece of cake: learning and teaching idioms. ELT Journal 40(3). Oxford: Oxford University Press. Kramsch, Claire. 1993. Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, Claire. 2009. Third culture and language education. In: Cook, Vivien–Wei, Li. (eds), Contemporary applied linguistics . London

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Discourse Intonation and Information Structure: An Empirical Study of Existential There Constructions in Non-native Spontaneous Speech

Sciences , 1913–1916. Dudweiler: Pirrot. Engen, Kristin J. Van–Baese-Berk, Melissa–E. Baker, Rachel–Choi, Arim–Kim, Midam–R. Bradlow, Ann. 2010. The Wildcat Corpus of native- and foreign-accented English: communicative efficiency across conversational dyads with varying language alignment profiles. Language and Speech 53(4): 510–540. Gorjian, Bahman–Hayati, Abdolmajid–Pourkhoni, Parisa. 2013. Using Praat software in teaching prosodic features to EFL learners. Procedia – Social and Behavioral Sciences 84: 34–40. Gussenhoven, Carlos. 2004. The

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