English as a lingua franca: an overview of communicative strategies

Lewandowska, Elwira

doi:10.14705/rpnet.2019.31.890

Cited by 7 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students produce output, orally when discussing the content in the classroom, and in writing when completing essays and other types of tasks. Whole group discussions, small-group activities, and pair work in the target language also involve interaction, where students (and teachers) need to use different strategies, such as circumlocution, code switching and repair, for instance by paraphrasing (Lewandowska, 2019), to make meaning.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Cross-curricular CLIL projects in Swedish middle school

Olsson,

Sylvén

2024

NJLTL

View full text Add to dashboard Cite

In this article, we report and discuss findings from a case-study of cross-curricular CLIL implementation involving English and home economics at a Swedish middle school. The objective was to study teaching strategies for supporting students’ integrated development of content and language knowledge in practical school subjects and to explore the role of the majority language in the CLIL classroom. The study is theoretically grounded in the perspective of languages as being socially constructed (Lantolf, 2000; Lantolf & Thorne, 2006). The focus of the analysis is the role of scaffolding (Walqui, 2006) in CLIL. Data consist of field notes and teaching materials from lesson observations as well as teachers’ plans and evaluations of the CLIL theme. Findings show that practical subjects, such as home economics, offer ample opportunities for visual scaffolding, and that the content is concrete and often close to students’ everyday life. Further, the content of the English lessons becomes highly relevant for the students as it will be used in an authentic situation, i.e. in home economics class. With careful planning, including strategies for scaffolding, and cooperation among teachers, cross-curricular CLIL themesinvolving a practical subject seem highly suitable for CLIL among young learners.

show abstract

Section: Theoretical Underpinningsmentioning

confidence: 99%

Cross-curricular CLIL projects in Swedish middle school

Olsson,

Sylvén

2024

NJLTL

View full text Add to dashboard Cite

show abstract

“…Indeed, difficulty in finding a suitable expression when speaking may make an L2 speaker resort to risky means from the perspective of understanding (see e.g. Dörnyei and Thurrell, 1991; Lewandowska, 2019). In some cases, the phenomenon as such is similar in both L1 and L2 speech, but the reason for taking the risk is different.…”

Section: Risk-taking In Interaction: a Reviewmentioning

confidence: 99%

Avoidance of cognitive efforts as a risk factor in interaction

Mustajoki

Baikulova

2022

Discourse Studies

View full text Add to dashboard Cite

In an ordinary interaction, communicants have various, mostly unconscious goals which reflect their interactional, social and personal needs. In these interactions, people’s minds try to find a balance between reaching these goals and consuming cognitive energy. If a speaker puts too little effort into speech production, she risks not achieving her communicative goals. This is especially typical when the atmosphere is relaxed, a good example of which is family discourse. An analysis of recorded conversations shows that there are certain regular manifestations of risk-taking in family discourse, such as expressing immature thoughts, raising a large variety of topics and overguessing. A substantial amount of risk-taking in family discourse is in one way or another connected with false confidence in the interlocutors’ common ground. Family members know each other well, which results in an overestimation of the similarity of their understanding of words and objects. This attitude leads them to use cryptic, hard-to-comprehend speech. Quick, everyday interactions are mostly automated, and the speakers do not recognise that their speech is full of implicitness and underdeterminacy.

show abstract

“…English is considered a lingua franca that connects people in a global world. As [15] acknowledges, the importance of English worldwide has many economic, cultural, and social reasons. In fact, [16] asserts that "There has never been in the past a language spoken more widely in the world than English is today".…”

Section: English As a Foreign Languagementioning

confidence: 99%

The Use of Digital Portfolios to Enhance English as a Foreign Language Speaking Skills in Higher Education

Cabrera-Solano

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The purpose of this study is to analyze the use of digital portfolios to enhance EFL (English as a Foreign Language) speaking skills in English-major under-graduate students at Universidad Tecnica Particular de Loja, in southern Ecuador. The participants were 42 students at the A2 level, according to the CEFR (Com-mon European Framework of Reference for Languages). All of them were en-rolled in an English Language Integrated Skills course. A mixed-method ap-proach was used to collect and analyze data in this study. Pre and post-questionnaires, observation sheets, and speaking rubrics were applied as instru-ments. Students used their smartphones to create digital portfolios in Google Drive, which included videos and audios about certain topics considered in the course syllabus. The speaking activities consisted of recording information in dif-ferent locations of the university campus (cafeteria, laboratories, library, chapel, sports ground), and other places of the city. The students worked individually, in pairs or groups to carry out different speaking activities during an academic term of 5 months. Personalized feedback was provided by analyzing the students’ oral performance through the speech artifacts uploaded in each portfolio. The findings show that digital portfolios were effective to enhance students’ pronunciation and fluency. It was also confirmed that the implementation of digital portfolios through Google Drive can increase students’ motivation to practice oral skills in the target language.

show abstract

English as a lingua franca: an overview of communicative strategies

Cited by 7 publications

References 21 publications

Cross-curricular CLIL projects in Swedish middle school

Cross-curricular CLIL projects in Swedish middle school

Avoidance of cognitive efforts as a risk factor in interaction

The Use of Digital Portfolios to Enhance English as a Foreign Language Speaking Skills in Higher Education

Contact Info

Product

Resources

About