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The International Aspect: Language, Learning and Teaching

The International Aspect: Language, Learning and Teaching. Györgyi Dudás and Zsuzsanna Soproni Iatefl Conference, Eger, Hungary 2012. IE or LF?. We are cancel the card . It don’t depend on the field . They need to be persuade the customer . I can suggest you a cheap accomodation .

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The International Aspect: Language, Learning and Teaching

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  1. The International Aspect: Language, Learning and Teaching Györgyi Dudás and Zsuzsanna Soproni Iatefl Conference, Eger, Hungary 2012

  2. IE or LF? We are cancel the card. It don’t depend on the field. They need to be persuade the customer. I can suggest you a cheap accomodation. We can make a consense. I think on the front page should be a picture who – which only makes people to spend money to the charity.(Seidlhofer, 2000) Let’s resume our ideas.(Dudley-Evans & St. John, 1998)

  3. Lingua Franca or Pidgin English – a definition and characteristics • What it is: a dynamically evolving language used by native and non-native speakers of English for effective international business communication, which is functional, neutral and cultureless • What it is not: Tarzan English, Newspeak, Ericsson English, Policespeak, Airspeak, Common European Language, Cantonese-Chinese business-pidgin

  4. Statistics Chrystal, 1997, pp. 60-61.

  5. International Business Communication

  6. Earlier Research • In-service and pre-service professionals • Genre-analysis • Native English speakers/teachers and non-native English speakers/teachers

  7. The IBS Context Active Ss on English medium courses

  8. Sample N=152

  9. Tool 34 item self-report questionnaire with Likert type statements E.g. I am satisfied with the progress I have made in English since September. (SUCCESS) Studying with international students has contributed greatly to my development in English. (INTL)

  10. Findings • Language • Learning • Teaching

  11. Language Success in language learning is accompanied by code-switching. Corr=0,49; p<0,01 Successful learners tend to do and notice code-switching more. Meanhisuc= 3,91 t(128) = -5,051 Meanlosuc = 3,33 p<0,01

  12. Language More motivated learners communicate more in English. Meanhimotiv= 4,53 t(141) = -3,310 Meanlomotiv = 4,0 p=0,03 Successful learners prefer to communicate with peers who have a higher command of English. Meanhisuc= 0,78 t(122) = -2,739 Meanlosuc = 0,56 p<0,01

  13. Language More motivated learners appreciate IBS English modules more. Successful learners communicate more in English. Meanhisuc= 4,49 t(126) = -2,385 Meanlosuc = 4,08 p < 0,05

  14. ‘I prefer to communicate with students whose level of English is … mine.’

  15. Learning More motivated learners benefit more from the international environment. Meanhimotiv= 3,8 t (142)=-2,176 Meanlomotiv = 3,51 p=0,03

  16. ‘Learning is the same everywhere in the world.’

  17. ‘Learning is the same everywhere in the world.’

  18. Learning ‘Learning is the same everywhere in the world.’ The higher the competence, the larger extent students disagree. MeanE= 3,73 Mean4 = 3,58 p=0,27 Mean6= 2,97 p=0,18 Mean8= 2,65

  19. The fact that there are students whose mother tongue is different from mine motivates me to learn foreign languages.

  20. Teaching ‘IBS teachersadapttotheneeds of studentscomingfromdifferentcultures.’

  21. References Babcock, R. D., & Du-Babcock, B. (2001). Language-based communication zones in international business communication. Journal of Business Communication, 38(4). Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman. Chrystal, D. (1997). English as a global language. Cambridge University Press. Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press. Gimenez, J. (2006). Embedded business emails: Meeting new demands in international business communication. English for Specific Purposes, 25. Gupta, A. F. (2006). Standard English in the world. In R. Rubdy and M. Saraceni (Eds.), English in the world: Global rules, global roles. London: Continuum. Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learner-centred approach. Cambridge: CUP. Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world. CUP. Nickerson, C. (2005). English as a lingua franca in international business contexts. English for Specific Purposes, 24. Olagboyega, K. W. (2007). Varieties of modern English language. Akita University. Rogerson-Revell, P. (2007). Using English for international business: a European case study. English for Specific Purposes, 26. Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca. VIEWS,9(1). Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues. Bristol: Multilingual Matters. Spichtinger, D. (2000). EIL: a global, a European and an Austrian perspective. VIEWS,10(1). Widdowson, H.G. (1997). EIL, ESL, EFL: Global issues and local interests. World Englishes,16(1). Widdowson, H. G. (2003). Defining issues in language teaching. Oxford: OUP. Widdowson, H.G. (2004). Text, context, pretext. Oxford: Blackwell Publishing.

  22. Thank you for your attention. gydudas@ibs-b.huzssoproni@ibs-b.hu

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