Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?

Williams, Melanie

doi:10.1093/applin/9.1.45

Cited by 129 publications

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“…Carter and McCarthy (1995) add that even though subject and verb ellipsis is highly prevalent in the Nottingham corpus data the topic is treated as 'being of minor or secondary importance' in many standard grammar books (p.209). Williams (1988) criticizes textbook representations of business meetings and makes observations similar to McCarthy and Carter (1995) concerning the absence of 'authentic' spoken grammar. She notes that most of the spoken text collected, contained 'unfinished sentences, false starts, overlapping utterances, interruptions and fillers such as like, kinda, right, and you know.…”

Section: Role Of Text Books In Relation To 'Authenticity Gap'mentioning

confidence: 93%

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

Tarannum¹

2016

IIUC Studies

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The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of 'authentic' EnglishSawsanTarannum 1 Traditionally, in Bangladesh, the learners go to English conversation classes with an aim to learning English and preparing themselves for proficiency tests either to study abroad or migrate to any English speaking country. Specifically, students, often have, as their basic goal, the desire to achieve native like conversational skill. They want to empower themselves by gaining proficiency in speaking English, mainly for the interactional purpose. However, after many months, sometimes, years of study and much financial investment, many of them fail to achieve their goal. The learners become frustrated when they fail to get a desired job in their own country or face difficulties in communication when they move to any English speaking country. The gulf between their speech and the speech of NS is large and seemingly unassailable. "I'm fine, thank you, and you", is perhaps the best known example of the faux-English which appears in many textbooks and is taught to the students. There are many ways of opening a conversation, but in the context of Bangladesh, the classroom does not adequately represent the

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Section: Role Of Text Books In Relation To 'Authenticity Gap'mentioning

confidence: 93%

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

Tarannum¹

2016

IIUC Studies

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“…Yet what is reasonable, imaginable, and unsurprising may not be the real situation. For example, Williams (1988) and Nelson (2000) have both drawn attention to the gulf between the prescribed language in textbooks and the language used in authentic business interaction. This, therefore, constitutes a strong argument for the use of naturally-occurring talk as the starting place for any analysis of 'what is going on' and for the provision of datadriven, and thus credible, advice to practitioners.…”

Section: Facilitationmentioning

confidence: 99%

Does Popular Management Literature Lead Managers Up the Linguistic Garden Path? A Comparison of Popular Prescriptive ‘How-to’ Management Texts and a Descriptive Analysis of Workplace Interaction

Clifton

2017

HJLCB

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Popular management literature promotes the idea that certain management styles have a refl exive relationship with certain ways of talking. Consequently, by using prescribed ways of talking, certain management styles will be achieved and that, refl exively, certain management styles favor certain ways of talking. Using conversation analysis (CA) as a research methodology, this paper compares the prescriptive language advice of popular management literature as regards facilitation with video-taped data of naturally-occurring talk in a business meeting. Findings indicate that the intuitive insights on language use offered by popular management literature ignore the indexical nature of language use whereby the 'meaning' of any utterance and what that utterance does depends on its context of use. In short, such popular literature may lead managers up the (linguistic) garden path and may in fact be of little help in practice. The paper ends with a call for language advice in such literature to be more descriptive and less prescriptive.

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“…With regard to input for the development of pragmatics, several scholars have indicated that non-target like pragmatics can be overcome by improving input. However, the nature of the input whether authentic or representative language, lies in the domain of classroom instruction (Williams, 1988;Scotton and Bernstein, 1989;Bouton, 1996;Kasper, 1997). One difficulty lies in the use or nonuse of certain speech acts with respect to a cultural preference (Bardovi-Harlig, 2001), therefore, having either a positive or negative bearing on its inclusion in the input offered in Second or Foreign Language Contexts.…”

Section: Pragmatics Input In Sl Learning and Teachingmentioning

confidence: 99%

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

Prakash¹

2016

ACH

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The Non-Native EFL teacher is most often the by-product of an educational system blamed for the language skills of its EFL learners. An EFL community such as Thailand is no exception. A canon of research into the need for enhancing the organizational competence of a learner in the L2 has been conducted and reported over several decades. In addition, empirical studies in pragmatics involving and benefiting the learner have gained ground in several ESL and EFL countries. However, the EFL teacher, who is usually the chief facilitator in an EFL context, is marginalized both as a focus of research and in the development of their pragmatic skills in English. An unfair reason generally given is that adult learners have a sufficient stockpile of already acquired pragmatics knowledge in their L1, which would serve them as needed. Yet, as observed over the years this assumption is proving costly. The academic paper authored here, based on literature and a recent needs analysis, makes a case for the immediacy of including explicit instruction in pragmatics through professional development workshops in the Thai EFL context with the chief aim of empowering the Asian EFL teacher.

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Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?

Cited by 129 publications

References 0 publications

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

Does Popular Management Literature Lead Managers Up the Linguistic Garden Path? A Comparison of Popular Prescriptive ‘How-to’ Management Texts and a Descriptive Analysis of Workplace Interaction

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

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Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?

Cited by 129 publications

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The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

Does Popular Management Literature Lead Managers Up the Linguistic Garden Path? A Comparison of Popular Prescriptive ‘How-to’ Management Texts and a Descriptive Analysis of Workplace Interaction

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

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The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English

The Authenticity Gap between what is taught in Bangladeshi EFL Courses and the Reality of authentic English