English as a Lingua Franca and Intercultural Communication: Implications and Applications in the Field of English Language Teaching

415 Pages·2018·4.124 MB·

by  Ignacio Guillén-Galve, Ignacio Vázquez-Orta (eds.)

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Linguistic Insights
252
Studies in Language and Communication
The contributions collected in this book provide
a wide range of perspectives on and prospects
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as well as teacher and general population edu- u
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chapters look at ELF data and concerns taking o
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mar, pragmatics alongside more specific, socio- al
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chapters also seek to invoke and provoke further ul
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discussion and research on the complex and er
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multifarious forms of the «Englishes» that people n
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(IC), as the main scope of the exploratory work a
presented here is not so much the system of ELF, gu Ignacio Guillén-Galve &
but the pragmatics of communication and its n
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www.peterlang.com P
English as a Lingua Franca and
Intercultural Communication
Linguistic Insights
Studies in Language and Communication
Edited by Maurizio Gotti,
University of Bergamo
Volume 252
ADVISORY BOARD
Vijay Bhatia (Hong Kong)
David Crystal (Bangor)
Konrad Ehlich (Berlin / München)
Jan Engberg (Aarhus)
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John Flowerdew (Hong Kong)
Ken Hyland (Hong Kong)
Roger Lass (Cape Town)
Françoise Salager-Meyer (Mérida, Venezuela)
Srikant Sarangi (Cardiff)
Susan Šar ˇcevi�c (Rijeka)
Lawrence Solan (New York)
PETER LANG
Bern • Berlin • Bruxelles • New York • Oxford • Warszawa • Wien
Ignacio Guillén-Galve & Ignacio Vázquez-Orta (eds.)
English as a Lingua Franca and
Intercultural Communication
Implications and Applications in the Field
of English Language Teaching
PETER LANG
Bern • Berlin • Bruxelles • New York • Oxford • Warszawa • Wien
Bibliographic information published by die Deutsche Nationalbibliothek
Die Deutsche Nationalbibliothek lists this publication in the Deutsche
National-bibliografie; detailed bibliographic data is available on the Internet
at ‹http://dnb.d-nb.de›.
British Library Cataloguing-in-Publication Data:
A catalogue record for this book is available from The British Library,
Great Britain Library of Congress Control Number: 2018946492
Financial support: Project FFI2012-37346: „El inglés como lengua franca en
los discursos especializados: espacios alternativos de producción lingüística y
cultural a través del análisis crítico del género“. Research Project funded by
the Spanish Ministry of Economy and Competitiveness.
Jan 2013 — Dec 2015.
ISSN 1424-8689 hb. ISSN 2235-6371 eBook
ISBN 978-3-0343-2763-3 hb. ISBN 978-3-0343-2764-0 eBook
ISBN 978-3-0343-2765-7 Epub ISBN 978-3-0343-2766-4 Mobi
DOI 10.3726/b14386
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Printed in Germany
Contents
Ignacio Guillén-Galve / Ignacio Vázquez-Orta
Introduction ...........................................................................................1
Part I: ELF and Intercultural Communication
Concepción Orna-Montesinos
Reconceptualizing linguistic diversity and its role in intercultural
communication: A literature review ....................................................33
Lili Cavalheiro
The importance of ELF and intercultural communication in Teacher
education: A case study from Portugal ..............................................71
Maria Grazia Guido, Pietro Luigi Iaia, Lucia Errico
ELF-mediated intercultural communication between migrants
and tourists in an Italian project of Responsible Tourism:
A multimodal ethnopoetic approach to modern and classical
sea-voyage narratives ..........................................................................97
Part II: ELF in Academic and Research Settings
Isabel Herrando-Rodrigo
May the status of English as the lingua franca of international
communication affect learners’ attitudes towards language learning? ......127
Silvia Murillo
Discourse markers and academic writing in English
as a Lingua Franca ............................................................................151
Isabel Corona
“It is a great pleasure …”: Chairing at Academic Conferences ........179
VI Contents
Pilar Mur-Dueñas
Exploring interpersonality features in ELF research articles:
from rhetorical and discursive homogeneity
to lexico-grammatical hybridity ........................................................209
Part III: ELF and Online Academic Communication
Rosa Lorés-Sanz
The Use of ELF in International Online Conference Announcements:
Changing Modes and Means of Academic Communication .................237
María-José Luzón
Academic social networking sites (ASNSs) as ELF settings:
an analysis of interactional strategies in ResearchGate discussions ......273
Part IV: ELF and Pronunciation Teaching
Jolanta Szpyra-Kozłowska
English pronunciation in intercultural communication —
ELF assumptions versus accent attitudes. Implications
for foreign learners’ phonetic instruction ..........................................303
Ignacio Guillén-Galve
Investigating the teaching of the pronunciation of English
as a Lingua Franca to Adult Learners of English for Academic
Purposes: A case for fine-tuning at the intersection
of socio-linguistics and English language education ........................329
Notes on Contributors .......................................................................383
Ignacio Guillén-Galve / Ignacio Vázquez-Orta
Introduction
Abstract: This introductory chapter is intended to provide the reader with an overview
of the portion of the vast literature on English as a Lingua Franca that constitutes the
specific backdrop against which this volume should be read. The contents of this intro-
duction may create the impression that certain authors, frameworks or lines of inquiry
have been ignored or are even underrepresented, but the particular history and orienta-
tion of this book make some ideas and hypotheses from the literature more relevant than
others. As the very title indicates, Will Baker’s (2016) chapter for Holmes and Dervin’s
monograph The Cultural and Intercultural Dimensions of English as a Lingua Franca
is the main driving force, but there are other aspects to consider in order to understand
how this volume was conceived.
1.1 Background
In the first place, this volume on English as a Lingua Franca and Inter-
cultural Communication has been written from a medium-sized city in
North-East Spain, that is, from the semiperiphery of Europe. By this
we mean that the University of Zaragoza, our alma mater and research
institution, does not belong to the major hubs of ELF theory: South-
ampton, Vienna, Helsinki. We also mean that unlike Finland, Austria or,
obviously, the UK, the countries of the scholars that have contributed
chapters to this volume (Italy, Poland, Portugal, Spain) are not among
the top 10 in the EF English Proficiency Index (or EF EPI report), and
thus belong to an apparent semiperiphery of proficiency. Consequently,
in this region, the use of English as a lingua franca may turn out to be
somewhat inconspicuous and probably limited to academic and pro-
fessional settings. Furthermore, an ELF approach to the teaching of
English may require a certain amount of postmodernism (see section 4
below), since it is not hard to find some degree of parallelism between
2 Ignacio Guillén-Galve, Ignacio Vázquez-Orta
ELF endeavours and the main features of postmodern culture and its
cities, but then again these features seem to be only beginning to perme-
ate this semiperiphery of English from which we are writing.
In the second place, this volume was initially conceived as an end-
of-project undertaking and, therefore, most of its contributors belong to
an official Spanish Research Group, INTERLAE (www.interlae.com).
The project title was “English as a Lingua Franca across specialized
discourses: A critical genre analysis of alternative spaces of linguistic
and cultural production”, a research project funded by the Spanish Min-
istry of Economy and Competitiveness in 2012. Nevertheless, as can be
inferred from the Table of Contents, we also considered it relevant for
our purposes to take on board the views of scholars from other Southern
and Eastern European universities, as they come from countries which,
not unlike Spain, are not included among the high-proficiency countries
of the EF EPI report —the semiperiphery of Europe mentioned above.
Their contributions certainly constitute an invaluable complement to the
other chapters. Accordingly, this volume contains different examples of
how research from a partially postmodern semiperiphery of English in
Europe can contribute to the analysis of the ELF paradigm and to the
debate surrounding its application and pedagogy.
Given this context, it is important to acknowledge that the use of
the term ‘semiperiphery’ in this Introduction is partly inspired by Karen
Bennett’s discussion of the concept in The Semiperiphery of Academic
Writing (Bennett 2014: 6–7). While Bennett’s discussion is essentially
concerned with “academic cultures”, our volume also brings together
contributions from the so-called ʻPIGSʼ countries of Southern Europe
(here, Italy, Portugal and Spain), but also from new members of the
EU located in the “east of the landmass” (Poland). The economic and
geographical characteristics of these countries make them “peripheral
to the European centre”, which, according to Bennett, has a number of
significant academic implications. However, what we find to be most
useful in Bennett’s analysis of the situation is her view of the semipe-
riphery as “a place of tension, a contact zone where different attitudes,
discourses and practices meet and merge. As such, it is effervescent with
possibilities, allowing dominant attitudes to be challenged and new par-
adigms to arise in a way that would be unthinkable in centre countries”.
Introduction 3
Accordingly, most of the chapters in this book provide data that bear out
the idea that research into ELF can clearly benefit from a ‘semiperipher-
ical’ examination of notions such as ʻcontact zoneʼ (e.g. the chapter by
Guido/Iaia/Errico), new ʻpossibilitiesʼ (Cavalheiro, Herrando-Rodrigo,
Corona), new ʻparadigmsʼ (Murillo, Mur-Dueñas, Lorés-Sanz, Luzón),
but also ʻtensionʼ and a certain challenge to dominant attitudes (Szpyra-
Kozłowska, Guillén-Galve).
1.2 Main goals and conceptual framework
With the above premises as points of departure, the main goal of the
present volume is to unpack the different approaches to ELF and Inter-
cultural Communication (IC) and to promote dialogue and build bridges
within and across these concepts. The volume’s specific interest lies in
bridging the gap between two distinct areas of scholarship, ELF studies,
on the one hand, and IC studies, on the other, and in doing so from the
specific European perspective mentioned above. The chapters of this
book thus explore various contexts where ELF is used predominantly:
ELF in Teacher and in General Population Education, ELF in Academic
and Research Settings (student and staff mobility, research activities,
academic lectures and presentations, online communication), and ELF
and Pronunciation Teaching. The chapters look at ELF aspects and data
taking into consideration the different areas of phonology, grammar,
pragmatics as well as more specific ones such as attitudes and identity.
In this endeavour to address the relationship between ELF
research and IC and examine different areas of collaboration between
both fields of study together with the implications they have for ELT,
our point of view is that ELT is one of the real-world problems that con-
cerns applied linguistics in general and ELF and IC in particular. In our
project, two of our initial concerns were the vast number and types of
learners and teachers of English existing nowadays, whether they live in
small towns and villages or in modern metropolises, and the changing
role of English in our time. Whatever we academics may think, English
is the dominant language in the world today and language users are