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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia ...
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia
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University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings
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Communicative purpose in student genres: evidence from authors and texts
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Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Theory and Practice in EFL Teacher Education: Bridging the Gap
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Book review.Content and foreign language integrated learning: contributions to multilingualism in European contexts
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
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Fluent speakers – fluent interactions: on the creation of (co)-fluency in English as a lingua franca
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Abstract:
One of the interesting features of many English as a Lingua Franca (ELF) interactions is the extent of their perceived fluency, i.e. the degree to which listeners consider them to be instances of ‘smooth’ language performance. This contribution addresses the questions of whether fluency can become a meaningful descriptor for ELF, and if so, whether and which adaptations will be required in order to arrive at a clearer definition of fluency and to develop a suitable analytic framework. Importantly, arguments are brought forth for re-considering fluency as a characteristic of interactions rather than of individual speakers. As part of this largely theoretical investigation, two exemplary analyses from diverse sets of ELF data are presented, introducing a methodology that incorporates non-native raters. The first set of data consists of naturally occurring ELF interactions recorded in Vietnam and the second set of ELF interactions recorded in an educational setting, where ELF is used as a medium of instruction. Within this latter database, an example from the sub-group of interviews with students reflecting on their educational experience is used. This exploratory study indicates that ELF interactions can be perceived as fluent in their entirety, i.e. not only related to individual speakers, and that possibly the reason for such an interpretation is the speakers’ reliance on interactive features, including laughter, to further the creation and perception of fluency. This is seen as clear support for a view of fluency as a dialogic rather than monologic phenomenon and points towards further research possibilities.
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URL: https://eprints.soton.ac.uk/143721/
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ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis
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