Hong Kong English and the professional world

Evans, Stephen

doi:10.1111/j.1467-971x.2011.01655.x

Cited by 92 publications

(36 citation statements)

References 55 publications

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“…There are several reasons why Hong Kong makes an interesting lingua franca case study. As around 95% of the population speaks Cantonese, English plays a fairly limited role in internal communication (but see Evans, 2011, for an alternative view). What matters in Hong Kong -'Asia's World City', as it is currently branded -is people's ability to communicate with a range of interlocutors from different linguacultural backgrounds.…”

Section: Lingua Franca Approaches To Teaching and Testingmentioning

confidence: 99%

Second Language Pronunciation Assessment

Fulcher¹,

Browne²

2016

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, etc. -deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITIONFull details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation AssessmentInterdisciplinary Perspectives All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERSThe policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India. Printed and bound in the UK by the CPI Books Group Ltd. Printed and bound in the US by Edwards Brothers Malloy, Inc. In Memory of Alan Davies and Danielle Guénette AcknowledgementsThis edited volume, which brings together different but complementary research perspectives to establish a common platform in which to discuss issues relevant to assessing second language (L2) pronunciation, would not have been possible without the contributions and commitment of the authors, who explore key issues through different disciplinary lenses in the chapters that make up this volume. The vision for the book arose during a cold Canadian winter at the beginning of the second decade of the 21st century, when a sense of momentum for i...

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Section: Lingua Franca Approaches To Teaching and Testingmentioning

confidence: 99%

Second Language Pronunciation Assessment

Fulcher¹,

Browne²

2016

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“…Over the past two decades, the language use of L2 English speakers in international communication has become the focus of attention in the emerging research paradigm of English as a lingua franca (ELF). Much of the early exploratory work on ELF has been informed by corpus projects such as the Vienna-Oxford International Corpus of English (VOICE) (Seidlhofer, 2001) and the corpus of English as a lingua franca in academic settings (ELFA) (Mauranen,English remains an important communicative tool in the workplace and tertiary education, especially in formal situations, including meetings, interviews, presentations, seminars and conferences (Evans, 2010(Evans, , 2011(Evans, , 2013. These English-speaking situations apparently resemble those found in ELF contexts (see VOICE, 2016).…”

Section: Introductionmentioning

confidence: 99%

Contexts, Problems and Solutions in International Communication : Insights for Teaching English as a Lingua Franca

Yee¹

2018

The Journal of AsiaTEFL

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The globalisation of English in recent decades has focused scholarly attention on the use of English as a lingua franca (ELF) where second language English speakers are the overwhelming majority. This emerging field of research has significant implications for English language teaching (ELT) because it reveals the real-life use of English in international communication. Against this background, this study reports on the first-hand experiences of a wide range of English users in Hong Kong through interviews specifically focused on language use contexts, problems and solutions. The findings suggest that although the daily use of English by the interviewed English speakers tended to be context-specific and perhaps individualised according to its occupational nature, many of those interviewed reported that they had encountered similar problems with international communication, including accent variations, telephoning and cultural differences. It was also found that the participants altered their language use when communicating with English speakers with different language and cultural backgrounds and in different situations. This study highlights some important observations and recommendations based on the challenges and the solutions suggested by the people interviewed, with wider implications for the choice of appropriate ELT goals and approaches for contemporary English language education.Keywords: English as a lingua franca, English language teaching, language use and contexts, problems and solutions, Hong Kong IntroductionOne major consequence of the globalisation of English in recent decades is the increasing number of second language (L2) speakers worldwide, who have become the overwhelming majority of English language users (Graddol, 2006;Seidlhofer, 2011). Over the past two decades, the language use of L2 English speakers in international communication has become the focus of attention in the emerging research paradigm of English as a lingua franca (ELF). Much of the early exploratory work on ELF has been informed by corpus projects such as the Vienna-Oxford International Corpus of English (VOICE) (Seidlhofer, 2001) and the corpus of English as a lingua franca in academic settings (ELFA) (Mauranen, 2003), which investigated the simultaneous spoken interactions of (mainly L2) English speakers in Europe. More recently, ELF research has been extended to a seemingly comparable multilingual context, i.e., Asia, alongside the establishment of the Asian Corpus of English (ACE) (Kirkpatrick, 2010(Kirkpatrick, , 2016. These corpora, together with other ELF studies, have yielded important descriptive findings regarding how ELF is used by speakers of diverse linguistic and cultural backgrounds, particularly in the areas of phonology (e.g., Jenkins, 2000Jenkins, , 2002, lexis and lexicogrammar (e.g., Cogo & Dewy, 2012;Seidlhofer, 2001) and pragmatics (e.g., Björkman, 2014;House, 2013;Kaur, 2011). Further, many ELF studies have Chan Yee Him, JimThe Journal of Asia TEFL Vol. 15, No. 2, Summer 2018, 257-275 258 centred...

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“…Given the vast extent of English use on a global scale, many business and academic sectors have approached English training in terms of the skills necessary for their own work performances. In response to this practical need, L2 researchers and educators have proposed English for specific purposes (ESP), such as English uses for business, Engineering and for diverse workplaces (e.g., Evans, 2011;Johns & Dudley-Evans, 1991;Johns & Price-Machado, 2001). Evans (2011) examined patterns of language choice in a professional workplace in Hong Kong, where English is officially enforced.…”

Section: English Officialization Policy and English In A Workplacementioning

confidence: 99%

“…In response to this practical need, L2 researchers and educators have proposed English for specific purposes (ESP), such as English uses for business, Engineering and for diverse workplaces (e.g., Evans, 2011;Johns & Dudley-Evans, 1991;Johns & Price-Machado, 2001). Evans (2011) examined patterns of language choice in a professional workplace in Hong Kong, where English is officially enforced. Whereas English functioned as a major medium of written communication, Cantonese was dominant for oral interactions.…”

Section: English Officialization Policy and English In A Workplacementioning

confidence: 99%

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

Kim¹,

Choi²

2014

ELT

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This study examines how the English officialization policy of higher education in an EFL context interplays with administrative workers' motivational orientations towards English learning. The data consisted of questionnaire responses of 117 administrative members with undergraduate degrees and qualitative interviews with 9 who answered the questionnaires. The descriptive and correlation analyses showed that the participants interested in learning English-speaking countries' cultures did not perceive much benefit of the English officialization policy (EOP) in increasing their motivation to learn English. On the contrary, those who appreciated the EOP tended to be motivated to learn English for external rewards. A striking finding was that those who related the EOP to increased motivation also showed a lack of motivation to learn English. Also noteworthy was that their motivation correlated significantly with their own perceived English speaking competence. The results corroborate the significant role of the perception of English speaking competence and the context of English use in language learning motivation at the post-tertiary level. The participants expressed feelings of confusion regarding the role of English in everyday work performance. The implications of these findings are discussed with a view toward the enhanced implementation of EOP policy in an EFL context.

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Hong Kong English and the professional world

Cited by 92 publications

References 55 publications

Second Language Pronunciation Assessment

Second Language Pronunciation Assessment

Contexts, Problems and Solutions in International Communication : Insights for Teaching English as a Lingua Franca

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

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