English as an international language: Implications for interculturalists and language educators

Schnitzer, Eve

doi:10.1016/0147-1767(95)00006-w

Cited by 14 publications

(6 citation statements)

References 17 publications

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“…However, it is believed that some degree of representing target or international culture is needed for the acquisition of communicative language ability (Tajeddin & Teimourizadeh, 2014). The importance and centrality of developing the L2 learners' intercultural competence is emphasized by the researchers (Alptekin, 2002;Schritzer, 1995). The proclaimed view that Prospect series is designed based on the principles of communic ative language teaching necessitates the inclusion of intercultural elements in the textbooks.…”

Section: Discussionmentioning

confidence: 99%

An intercultural analysis of English language textbooks in Iran

Pasand¹,

Ghasemi²

2018

Apples

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With the rise of English as an international language and the close association between language and culture, attaining intercultural competence has become necessary in English language teaching enterprise. Intercultural competence, as one of the components of communicative competence, is defined as the ability to interact with people from differing cultures using a foreign language (Byram, 1997). Meanwhile, textbooks are the main sources of input for many L2 learners in most EFL settings like Iran. As such, the present study aimed at examining the newly developed ELT textbooks used in Iranian junior high schools in terms of the representation of cultural points in them and also the extent to which the textbooks can develop intercultural competence in the learners. The sample was the three textbooks including English Prospect 1, 2, and 3. Content analysis of the lessons was done adapting a framework used by Hillard (2014). Results of the analyses revealed that the range of cultural topics represented in the series is rather narrow. The findings also showed that the series is very limited in its account

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Section: Discussionmentioning

confidence: 99%

An intercultural analysis of English language textbooks in Iran

Pasand¹,

Ghasemi²

2018

Apples

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“…Lastly, the World Englishes (WEs) challenge to the NS model (Bruthiaux, 2003;Davies, Hamp-Lyons and Kemp, 2003;Jenkins, 1998Jenkins, , 2002Lowenberg, 2002;McArthur, 1998McArthur, , 2004Melchers and Shaw, 2003;Pennycook, 2003;Schnitzer, 1995) is based on the notion of a clear alternative to standard English norms which bypasses the traditional native/nonnative divide (Schnitzer, 1995, p. 228). In this view, all the inner circle, outer circle and expanding circle countries (Kachru, 1985) have the right to develop their own localized forms of English and indeed have been shown to be doing so.…”

Section: Introductionmentioning

confidence: 99%

Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?

Zhang

Elder

2010

Language Testing

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This paper reports the findings of an empirical study on ESL/EFL teachers' evaluation and interpretation of oral English proficiency as elicited by the national College English Test-Spoken English Test (CET-SET) of China. Informed by debates on the issue of native speaker (NS) norms which have become the focus of attention in recent years, this study addresses the question of whether judgments of language proficiency by non-native English speaking (NNES) teachers, who are currently used to assess performance on the CET-SET, correspond to those of native English speaking (NES) teachers or whether the two groups draw on different constructs of oral proficiency. Data for the study were derived from two sources: unguided holistic ratings given by a group of 19 NES and 20 NNES teachers to CET-SET speech samples from 30 test-takers, and written comments to justify the ratings assigned. Results yielded by both quantitative (MFRM) and qualitative analyses of teacher data, revealed no significant difference in raters' holistic judgments of the speech samples and a broad level of agreement between groups on the construct components of oral English proficiency. However, the analysis of raters' comments revealed both quantitative and qualitative differences in the way NES and NNES teachers weighed various features of the oral proficiency construct in justifying the decisions made. The paper concludes by considering the implications of the study's findings for debates about the native speaker norm as the target for language learners and test-takers.

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“…With the rise of Communicative Language Teaching and the need for students to use English to communicate in international and intercultural situations, researchers now emphasize the importance of developing students' intercultural competence (Alptekin, 2002;Schnitzer 1995) and metacultural competence (Sharifian, 2013). This means that culture should play an important role in the foreign language curriculum and that cultural materials for language teaching must be re-examined with the goal of developing intercultural communicative competence in mind.…”

Section: English As An International Languagementioning

confidence: 99%

A Critical Examination of Representation and Culture in Four English Language Textbooks

Hilliard¹

2015

LEiA

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English as an international language: Implications for interculturalists and language educators

Cited by 14 publications

References 17 publications

An intercultural analysis of English language textbooks in Iran

An intercultural analysis of English language textbooks in Iran

Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?

A Critical Examination of Representation and Culture in Four English Language Textbooks

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