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Of butterflies and birds, of dialects and genres : Essays in honour of Philip ShawJanuary 2013 (has links)
This volume is a tribute to our friend and colleague Philip Shaw, Professor of English linguistics at the Department of English, Stockholm University, on the occasion of his 65th birthday. The 22 contributions to this volume by friends and colleagues worldwide bear witness to Philip’s academic versatility as well as his interests beyond academia. The first paper, ‘Narratives of Nature in English and Swedish: Butterfly books and the case of Argynnis paphia’, a genre study by Annelie Ädel and John Swales, is illustrated by Philip devoting himself to one of his favourite activities. It is followed by four other genre analyses, based on very different texts: Trine Dahl, ‘Telling it Like it Is or Strategic Writing? A portrait of the economist writer’, Paul Gillaerts, ‘Move Analysis of Abstracts from a Diachronic Perspective: A case study’, Maurizio Gotti, ‘Investigating the Generic Structure of Mediation Processes’, and Nils-Lennart Johannesson, ‘Orrmulum: Genre membership and text organisation’. The following five papers all relate to Philip’s work in the fields of English as a Second Language (ESL), English as a Lingua Franca (ELF), and English for Academic Purposes (EAP). The ESL study by Britt Erman and Margareta Lewis is titled ‘Vocabulary in Advanced L2 English Speech’, and ELF is represented by Beyza Björkman’s ‘Peer Assessment of Spoken Lingua Franca English in Tertiary Education in Sweden: Criterion-referenced versus norm-referenced assessment’. The three following papers relate to Philip’s work on academic writing: Magnus Gustafsson & Hans Malmström, ‘Master Level Writing in Engineering and Productive Vocabulary: What does measuring academic vocabulary levels tell us?’, Akiko Okamura, ‘Philip Shaw’s Writing Expertise in Academic Discourse’, and Diane Pecorari, ‘Additional Reasons for the Correlation of Voice, Tense and Sentence Function’. The three papers to follow address issues within the fields of dialectology and sociolinguistics, representing different speech communities in the English-speaking world: Joan C. Beal, ‘Tourism and the Commodification of Language’, Peter Sundkvist, ‘“Ridiculously Country”: The representation of Appalachian English in the Deliverance screenplay’, and Sandra Jansen, ‘“I don’t sound like a Geordie!”: Phonological and morphosyntactic aspects of Carlisle English’. This naturally leads on to studies on World Englishes, represented by papers by Kingsley Bolton, ‘World Englishes, Globalisation, and Language Worlds’, Gunnel Melchers, ‘The North Wind and the Sun: A classic text as data for World Englishes’, Christiane Meierkord & Bridget Fonkeu, ‘Of Birds and the Human Species – Communication in Migration Contexts: English in the Cameroonian migrant community in the Ruhr area’, and Augustin Simo Bobda, ‘The Emergence of a Standardizing Cameroon Francophone English Pronunciation in Cameroon’. The five final papers deal with a variety of linguistic topics all close to Philip’s heart but not so easily accommodated into the above sections. They are: Maria Kuteeva, ‘Tolkien and Lewis on Language in their Scholarly Work’, Karin Aijmer and Anna Elgemark, ‘The Pragmatic Markers Look and Listen in a Cross-linguistic Perspective’, Magnus Ljung, ‘Goddamn: From curse to byname’, Christina Alm-Arvius, ‘Opposites Attract’, and Erik Smitterberg, ‘Non-correlative Commas between Subjects and Verbs in Nineteenth-century Newspaper English’.
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Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in SwedenChiorean, Victor Emanuel January 2016 (has links)
As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
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English as a Lingua Franca and English in South Africa : distinctions and overlapOnraet, Lauren Alexandra 03 1900 (has links)
Thesis (MA (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as
it is used as a shared medium of communication by speakers who do not share a first
language in the Western Cape (i.e. as a lingua franca). These features were compared to
those found in certain second-language varieties in South Africa, namely Black South
African English, Cape Flats English and Afrikaans English.
Fourteen female students from the University of Stellenbosch between the ages of 18 and
27 from various first language backgrounds were recruited for the data collection. A closed
corpus was created in which recordings were made of semi-structured conversations
between the participants, paired in seven groups of two speakers each. These recordings
were then transcribed. In order to identify and analyse the English as a lingua franca (ELF)
phenomena that arose, reference was made to the various linguistic features and methods of
analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000),
amongst others. These features were then analysed and compared with the features reported
in the literature on second-language varieties of English in South Africa.
The study reveals that the South African ELF spoken by the participants displays similar
features to the ELF(s) spoken in Europe, although certain European ELF features that occur
in South African ELF are used to fulfil different functions. The study disclosed three ELF
phenomena which have not been reported as such in the European ELF literature and
therefore seem to be unique to the South African ELF context. Specifically, these are
auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency,
and thinking aloud. Finally, certain South African ELF features are also reported to be
features of South African second-language varieties (e.g. AUX-drop). / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as
linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n
gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n
eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié
eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English.
Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme
van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde
gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee
sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na
verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur,
onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die
waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in
die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika.
Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word,
soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat
sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander
funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese
ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse
ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek
van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar
ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid
Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
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English lingua franca as language of learning and teaching in northern Namibia : a report on Oshiwambo teachers’ experiencesIipinge, Kristof 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of
learning and teaching (LOLT). Since then, government documents and other literature have
revealed the poor performance of learners and falling of standards of teaching (Benjamin
2004:25). It seems that teachers are facing several challenges when using English as an
LOLT in the classroom. This study therefore investigates the challenges faced by teachers in
northern Namibia when using ELF as a LOLT, as well as how teachers overcome these
challenges. In this regard, structured, one-on-one interviews were conducted with six
Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati
region of northern Namibia. The findings of this study suggest that teachers believe that the
learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further
their studies abroad, as possessing knowledge of English would enable them to communicate
with people from different countries. Another main finding, in terms of how teachers
overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to
code-switching to ensure that their students understand the concepts they are being taught. / AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik
ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander
literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is
(Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van
Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie
uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua
franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings
oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende
onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati
omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo
dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in
die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van
verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel
dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat
aangeleer word wel verstaan.
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GLOBAL ENGLISH: Análise da representação do falante de Inglês como Língua Franca em um material didático / GLOBAL ENGLISH: Analysis on the representation of the English as a Lingua Franca speaker in a course bookDéa, Carolina Marques [UNESP] 25 April 2018 (has links)
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Previous issue date: 2018-04-25 / O ensino de inglês enfrenta alguns questionamentos sobre qual é a “melhor” variedade para ser ensinada. Algumas dúvidas sobre escolher o inglês americano ou britânico são comuns entre professores (enquanto outras variedades raramente são mencionadas como uma escolha possível para a sala de aula). Entretanto, é necessário encorajar os alunos a ter um comportamento mimético com relação ao seu aprendizado, almejando apenas ter a pronúncia parecida com a de um falante nativo? Essas questões são relevantes se considerarmos que a maioria das interações não acontece envolvendo falantes nativos. É desejável que linguistas aplicados, professores e materiais didáticos sejam críticos sobre a concepção da língua inglesa e sobre sua importância no cenário internacional atual. Como podemos ensiná-la? Como língua estrangeira ou como língua franca? Neste trabalho, discutimos o atual papel do inglês ao redor do mundo e como alguns aspectos influenciaram a confecção de materiais didáticos, buscando compreender possíveis impactos na representação dos falantes não nativos para os usuários do livro. Nosso objeto de pesquisa se trata do primeiro livro da série Global (Macmillan) e analisamos como é apresentada a língua inglesa e seus múltiplos falantes. Baseamo-nos na bibliografia sobre Inglês como Língua Franca e preparamos questões norteadoras para guiarem nossa análise sobre aspectos linguísticos, sociais e culturais da representação do falante não nativo presente no material. O resultado de nossa análise aponta que apesar da presença do falante não nativo no material, a maneira como é retratado é superficial, sendo mostrado majoritariamente de maneira separada, em seção anexa à lição, e sem estar em situações comunicativas de interação. Também apresentamos uma discussão sobre possíveis maneiras de abordar o de Inglês como Língua Franca em materiais didáticos. / The teaching of English faces some questioning about which is the “best” variety to be taught. Some queries about choosing American or British varieties are common among teachers (while other varieties are rarely mentioned as a possible choice for classrooms). However, is it necessary to encourage students to have a mimetic behavior towards their learning, just aiming to have a native-like pronunciation? This investigation is important if we consider that most interactions do not happen involving native speakers. It is desirable that applied linguists, teachers and classroom materials are critical about the conception of English and its importance in the current international scenario. How can we teach it? As a foreign language or as a Lingua Franca? In this work, we discuss the current role of English worldwide, and how some of the mentioned aspects have influenced the coursebooks confection, trying to understand its possible impacts on the representation of non native speaker to the users of the book. Our corpus consists of the first coursebook from the Global series (Macmillan) and we are going to analyze how it presents the English language and its huge number of speakers. Based on the bibliography on English as a Lingua Franca, we developed an analysis matrix to investigate the social, cultural and linguistic aspects of the representation of non-native speakers in the material. The result of our analysis shows that, even though there is the non-native speaker in the material, the way it is portrayed is superficial, being presented, mostly, in a separated section of the unit, and never in communicative situations of interaction. We also present a discussion on ways to approach English as Lingua Franca in teaching materials
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English as a lingua franca in political talk : The use of self-repair and repetition as clarification strategies in political interviews with Jean-Claude JunckerRöde, Silja January 2018 (has links)
This study investigates the use of two communicative strategies in particular, namely self- repair and repetition, in political interviews with Jean-Claude Juncker where English is used as a lingua franca (ELF). While ELF has received increasing attention throughout the past years, with a variety of researched genres ranging from higher education (e.g. Björkman 2011; Kaur 2011; Mauranen 2006) and business (Bjørge 2010; Firth 1996; Ehrenreich 2009; Pullin Stark 2009) to domestic settings (e.g. Klötzl 2014; Pietikäinen 2014), the genre of political interviews remains largely under-researched – despite it being such a highly international and high-stakes domain. Therefore, the aim of the present research is to include this domain to the list of researched genres, and thereby to gain a better understanding of how a politician uses ELF in his official role. The data comprises four interviews with the president of the EU-commission, Jean-Claude Juncker, with a total interview-time of 35 minutes. The interviews have been transcribed in their entirety for the purpose of the present study, and the data was analysed drawing on conversation analytic approaches. Both self-repair and repetition were frequently identified as clarification strategies in the data and their functions comply to a large extent with previous findings from ELF research (e.g. Kaur 2011; Lichtkoppler 2007; Mauranen 2006). Repetition was found to be used as a strategy to specify utterances and ensure understanding and self-repair to either right the wrongs or raise explicitness. In addition to that, the use of repetition showed some interview-genre related functions as well, such as the use of repetition to influence and interrupt the regular turn-taking structure of interviews. This study shows that the use of ELF is in fact to a certain extent different in political interviews than in other researched genres, and therefore suggests that further studies within this genre would significantly contribute to the field of research into ELF.
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O inglês como língua franca e a publicação acadêmica : uma análise de diretrizes para autores de periódicos internacionaisViégas, Maiara Rosa January 2016 (has links)
A língua inglesa hoje permite acesso a práticas internacionais por ser a língua mais utilizada em interações entre falantes de diferentes línguas maternas, em inúmeros contextos. Essa disseminação do inglês globalmente fez surgir novas formas de se enxergar o status língua, entre elas, a abordagem do inglês como língua franca (ILF). Visto que a maioria das interações em inglês hoje acontecerem entre falantes não nativos, o ILF busca a descentralização do falante nativo e a aceitação das variedades linguísticas. Entre os diversos contextos em que o inglês é difundido, pode-se dizer que a academia é um dos principais. Este trabalho tem como objetivo verificar qual o posicionamento de revistas científicas internacionais da área de Linguística Aplicada acerca das diretrizes para autores, sob a ótica do ILF. Para isso, fizemos um levantamento dos periódicos internacionais de Linguística Aplicada mais bem avaliados em um ranking nacional (Qualis Capes) e internacional (SCImago), reunindo assim um corpus de 36 periódicos. A pesquisa foi dividida em duas etapas. Primeiramente, foram identificadas e analisadas as diretrizes para autores no que diz respeito às normas linguísticas relacionadas ao padrão nativo e aceitação das variedades. Foram encontradas três normas relacionadas a exigências linguísticas: língua de publicação, ortografia e revisão externa. Os resultados demonstram que a língua de publicação mais usada é o inglês, sendo exigência em 44% dos periódicos; que as principais variedades ortográficas aceitas são a americana e britânica; e que 58% das revistas solicitam que os autores tenham seus textos revisados por uma terceira pessoa, sendo que, dessas, aproximadamente a metade dirigem as normas apenas a autores falantes não nativos. A segunda etapa da pesquisa consistiu em comparar as diretrizes encontradas com os 139 textos sobre ILF nelas publicados entre os anos de 2011 e 2015. Foi feita uma análise do conteúdo dos textos, onde buscou-se identificar os posicionamentos dos autores. Os resultados da comparação indicaram que 71% dos textos são a favor da abordagem do ILF, mas que a maioria precisou seguir alguma norma que contradiz o defendido no ILF para ser publicado. Assim, os resultados gerais desta pesquisa demonstram que, apesar de a área de Linguística Aplicada estar orientada para uma abordagem do inglês que visa à diversidade linguística, são encontradas discrepâncias e inconsistências nas práticas das revistas da própria área, responsáveis por veicular essas ideias. / The English language today grants access to international practices, since it is the most used language in interactions between speakers of different languages in several contexts. The global spread of English has created new ways of understanding its status, such as the English as a Lingua Franca (ELF) approach. Since most interactions in English happen between nonnative speakers of English, ELF aims at native speaker decentralization and acceptance of linguistic varieties. Academia is one of the main contexts in which English is widely used. The objective of this study is to assess the stance of Applied Linguistics international journals regarding author guidelines, from the perspective of ELF. To do so, we surveyed the best-ranked international journals in Applied linguistics both at domestic (Qualis Capes) and international (SCImago) rankings, which resulted in a corpus of 36 journals. This study was conducted in two parts. First, author guidelines related to linguistic norms concerning native standards and acceptance of varieties were identified and analyzed. Three guidelines related to linguistic requirements were found: language of publication, spelling, and third-party review. The results showed that the most used language of publication is English, a requirement in 44% of the journals; that American and British spelling varieties are mostly the ones accepted; and that 58% of the journals ask authors to have their manuscripts checked by a third-party reviewer, from which approximately 50% direct these guidelines only to nonnative authors. The second part of the study consisted in comparing the guidelines found with 139 texts about ELF published by the same journals between 2011 and 2015. The content of the texts was analyzed aiming at identifying their authors’ point of views. The results of this comparison indicated that 71% of the texts are in line with the ELF approach, but most of them had to follow some guidelines which contradict those defended by ELF in order to be published. Hence, the general results of this study showed that, although the area of Applied Linguistics is oriented towards an approach that aims at linguistic diversity in English, discrepancies and inconsistencies are found in the practices of the journals of this same area, journals which are responsible for broadcasting these ideas.
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O inglês como língua franca e a publicação acadêmica : uma análise de diretrizes para autores de periódicos internacionaisViégas, Maiara Rosa January 2016 (has links)
A língua inglesa hoje permite acesso a práticas internacionais por ser a língua mais utilizada em interações entre falantes de diferentes línguas maternas, em inúmeros contextos. Essa disseminação do inglês globalmente fez surgir novas formas de se enxergar o status língua, entre elas, a abordagem do inglês como língua franca (ILF). Visto que a maioria das interações em inglês hoje acontecerem entre falantes não nativos, o ILF busca a descentralização do falante nativo e a aceitação das variedades linguísticas. Entre os diversos contextos em que o inglês é difundido, pode-se dizer que a academia é um dos principais. Este trabalho tem como objetivo verificar qual o posicionamento de revistas científicas internacionais da área de Linguística Aplicada acerca das diretrizes para autores, sob a ótica do ILF. Para isso, fizemos um levantamento dos periódicos internacionais de Linguística Aplicada mais bem avaliados em um ranking nacional (Qualis Capes) e internacional (SCImago), reunindo assim um corpus de 36 periódicos. A pesquisa foi dividida em duas etapas. Primeiramente, foram identificadas e analisadas as diretrizes para autores no que diz respeito às normas linguísticas relacionadas ao padrão nativo e aceitação das variedades. Foram encontradas três normas relacionadas a exigências linguísticas: língua de publicação, ortografia e revisão externa. Os resultados demonstram que a língua de publicação mais usada é o inglês, sendo exigência em 44% dos periódicos; que as principais variedades ortográficas aceitas são a americana e britânica; e que 58% das revistas solicitam que os autores tenham seus textos revisados por uma terceira pessoa, sendo que, dessas, aproximadamente a metade dirigem as normas apenas a autores falantes não nativos. A segunda etapa da pesquisa consistiu em comparar as diretrizes encontradas com os 139 textos sobre ILF nelas publicados entre os anos de 2011 e 2015. Foi feita uma análise do conteúdo dos textos, onde buscou-se identificar os posicionamentos dos autores. Os resultados da comparação indicaram que 71% dos textos são a favor da abordagem do ILF, mas que a maioria precisou seguir alguma norma que contradiz o defendido no ILF para ser publicado. Assim, os resultados gerais desta pesquisa demonstram que, apesar de a área de Linguística Aplicada estar orientada para uma abordagem do inglês que visa à diversidade linguística, são encontradas discrepâncias e inconsistências nas práticas das revistas da própria área, responsáveis por veicular essas ideias. / The English language today grants access to international practices, since it is the most used language in interactions between speakers of different languages in several contexts. The global spread of English has created new ways of understanding its status, such as the English as a Lingua Franca (ELF) approach. Since most interactions in English happen between nonnative speakers of English, ELF aims at native speaker decentralization and acceptance of linguistic varieties. Academia is one of the main contexts in which English is widely used. The objective of this study is to assess the stance of Applied Linguistics international journals regarding author guidelines, from the perspective of ELF. To do so, we surveyed the best-ranked international journals in Applied linguistics both at domestic (Qualis Capes) and international (SCImago) rankings, which resulted in a corpus of 36 journals. This study was conducted in two parts. First, author guidelines related to linguistic norms concerning native standards and acceptance of varieties were identified and analyzed. Three guidelines related to linguistic requirements were found: language of publication, spelling, and third-party review. The results showed that the most used language of publication is English, a requirement in 44% of the journals; that American and British spelling varieties are mostly the ones accepted; and that 58% of the journals ask authors to have their manuscripts checked by a third-party reviewer, from which approximately 50% direct these guidelines only to nonnative authors. The second part of the study consisted in comparing the guidelines found with 139 texts about ELF published by the same journals between 2011 and 2015. The content of the texts was analyzed aiming at identifying their authors’ point of views. The results of this comparison indicated that 71% of the texts are in line with the ELF approach, but most of them had to follow some guidelines which contradict those defended by ELF in order to be published. Hence, the general results of this study showed that, although the area of Applied Linguistics is oriented towards an approach that aims at linguistic diversity in English, discrepancies and inconsistencies are found in the practices of the journals of this same area, journals which are responsible for broadcasting these ideas.
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Using English as a Lingua Franca at an International Company : A Study of the Communication Between Non-native English Speakers in a Swedish WorkplaceNygren, Josefin January 2018 (has links)
This essay examines the communication in English and use of English at a Swedish company with employees from all over the world. The aim is to investigate how the employees experience speaking English with their colleagues and if they believe that misunderstandings can occur owing to their language differences. The linguistic focus of this study is towards sociolinguistics, including lingua franca, language use and communication as well as a small portion of language acquisition, considering that the majority of employees do not speak English as their native language. The results of the study have shown that all employees at the company speak English daily, but the experiences and opinions of it vary, mostly depending on which department they work in and what kind of education they have had previous to them working at the company.
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Attitudes towards English in post-Brexit referendum Germany : A qualitative study on attitudes towards English as experienced by British expats in GermanyBergström, Josefine January 2018 (has links)
English today has reached global dimensions no other language has reached before. While there are other lingua francas in certain geographical regions in the world, English is the most dominant lingua franca in many important international domains, including international affairs and its use as the lingua franca of official organisations, such as the European Union (EU). In the wake of the result of the British referendum, voices were raised for the discontinuation of the use of the English language within the EU after Brexit. While this topic has received attention from journalists throughout Europe, to date there are very few studies on attitudes towards English in a post-Brexit referendum Europe. The present study aims to contribute to the filling of this gap by investigating attitudes towards English experienced by British expats living in Germany, employing semi-structured interviews with six British expats. Also included in the study is information about the expats’ use of different languages for different purposes. The findings indicate that i) they do not see the emergence of a Euro-English likely; ii) that their language choices are determined by inclusiveness; iii) that there may be different attitudes towards English in different parts of Germany; iv) that English is experienced as a door opener; and finally, v) multilingualism is a desired notion for them all. Combined, they suggest there is a discrepancy between the EU political line and the grass root reality.
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