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This thesis deals with the spread of English internationally, and presents specifically a discussion on the use of English as a lingua franca (ELF). The research project has involved the collection and analysis of a corpus of exclusively non-native speaker - non-native speaker spoken interactions. The main aim of the research has been to provide systematic descriptions of innovative linguistic features in such interactions, with the view to analysing emerging patterns of the use of linguistic resources by speakers for whom English is not their first language. My discussion reviews the growing body of ELF literature, including existing and ongoing corpus-based projects in phonology, pragmatics and lexicogrammar. The data gathered in this research project contributes to our growing understanding of the diversification of English in the world. The findings of this research contribute specifically to descriptions of the ways in which the lexical and grammatical resources of English are being employed in ELF settings. The theoretical and empirical insights gained in this research are discussed with reference to the contemporary context of globalisation, and to the historical context of the development of English diachronically. A further focus of the discussion is on the pedagogical implications of the findings for English language teaching and language teacher education.

Communicative language ability requires the development of formal linguistic resources to achieve realistic language use in real contexts and in real time. Linguistic-based instruction may become: less productive and fruitful than exposure to real-world task-based instruction. This study focuses on foreign language dev~lopment over time in sixteen subjects performing task-based activities involving description, narration and problem-solving si~uations. :.a;.... Learners' do not seem to present a clear acquisition-sequencing for language forms and. language functions. The major ideas and claims that have been used as a conceptual frame for this research focus on the cognitive basis for language learning. The output practice which learners' engage in enables them to cope with the task demands which are aimed at 'integrating language knowledge with productive use. The central issue concentrates on the how the cognitive processing demands push the learner towards successful communicative achievement. The pressure exerted on learner's capacity to deal with meaning complexity, accurate performance and fluent communication is intended to focus on the divided learner's efforts to convey appropriate formulations and effective messages.

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