Hello, how are you? Slide 2 Fine thanks, and you? X Slide 3 How
are you? Peachy keen! Fair to middling Even better than the real
thing Not so dusty Fine and dandy Super Duper!! Just happy to be
above ground. Pretty decent Couldnt be better Hopefully not as good
as I'll ever be Couldn't be better Can't complain Rough I was OK
until I saw you Flying high Old enough to know better Pretty nifty
Still among the living! Not so hot Wonderful Better than yesterday!
A better question would be, "Why are you?" Not my usual self
Absolutely knackered I'm in tip top shape Still keeping up with the
kids! From what I hear, Im very good. Slide 4 Our obsession with
method Slide 5 Why look at language? Purpose Language itself
Geography Slide 6 EFL and ESL Slide 7 EIC and ELF English as a
lingua franca (ELF) can be defined as an additionally acquired
language system which serves as a common means of communication for
speakers of different first languages. ELF is also defined
functionally by its use in intercultural communication rather than
formally by its reference to native-speaker norms. What makes ELF a
novel phenomenon is the extent to which it is used both
functionally and geographically. A typical ELF conversation may
involve an Italian and a Dane chatting at a coffee break of an
international conference held in Brussels or a Spanish tourist
asking a local for the way in Berlin. Slide 8 Whose English? In a
world in which more than three-quarters of all English speakers are
non-native, ownership of the English language has clearly shifted
from the UK the USA. Most communication in English today is between
non-native speakers, who usually accept non-standard grammar and
pronunciation as long as communication remains clear. Many
nonnative English speakers report easier communication in English
with other non-native speakers than with native speakers who are
less tolerant of errors, differences in pronunciation, and
non-standard grammar. They are also less skilled in achieving
successful communication because of these obstacles. Slide 9 Which
English? Slide 10 Language and culture 1 A Canadian manager has
been posted to the Athens office of his organization. He is
assigned a Greek secretary. On a daily basis, he assigns work to
her. One day, she complains to a colleague, 'I wish he would just
tell me what to do instead of asking me. After all, he's the boss
and I'm here to do what he wants.' Slide 11 Sociopragmatic
Competence allowing options (or giving the appearance of allowing
options) is absolutely central to Western notions of politeness....
In the Canadian-Greek case, the two parties have not yet negotiated
a shared set of norms. To her, the Canadian boss seems insincere -
why pretend that she has a choice? Why not simply tell her to do
the typing? In short, she does not interpret her bosss requests as
acts of politeness. Slide 12 Language and culture 2 On a visit to
Seoul, I found that the telephone in my room wasn't working
properly. Since I couldn't phone anyone for assistance, I went down
to the hotel concierge to request her to ask housekeeping to send
someone to collect a bag of laundry from my room and to arrange for
a technician to come and fix the telephone. The concierge
immediately acted upon my request, and having called housekeeping,
she said to me: 'I think you had better wait in your room.' Slide
13 Pragmalinguistic competence In the Korean example, when the
concierge said 'I think you had better wait in your room', she was
using a form of words which, as far as her guest was concerned, did
not quite match her intentions. The speaker could have used a
tentatively expressed suggestion, such as: ' If you'd like to wait
in your room, someone will be along shortly.' 'Perhaps you could
wait in your room until someone comes from housekeeping.' 'Someone
will come to your room shortly.' By using such conventionally
polite suggestions, the speaker would not have given the impression
of imposing on the hearer. In this way, the speaker's language
would have matched her intentions. Slide 14 Anecdote - Martin
Parrott Slide 15 New language affluenza baggravation captcha
daycation elancer flexitarian jumbrella Which do you already know?
Which can you guess? Slide 16 Its not what we say! Where shall we
meet? ___________ the cinema. Is there any milk in the fridge? No,
__________________ I met John in the pub a couple of days ago, and
he ______________ (tell) me about Dave and Mary. Slide 17 Rules?
What rules? Slide 18 Estuary English football becomes ["fU?bO:o]
('foo'baw') take i' off Happoi, valloi Choosday, choon Fink, muvver
Should of innit Slide 19 Spoken Grammar The teaching of grammar is
based on written examples and on a proscriptive approach to correct
English. Consideration by teachers of spoken English shows that
learners need to be given choices between written and spoken
grammar, that the interpersonal implications of spoken grammar are
important, and that methodologically inductive learning is more
appropriate than the Presentation-Practice-Production approaches
adopted in books.
