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The Era of Pragmatic International English

International English Revisited

EFL and Teacher Education IS InterSection

TESOL International Convention

Examining the E in TESOL

New Orleans, LA March, 2011

Dr. Jeremy Sykes, National Taiwan University of Science and

Technology


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1. The scale of expansion of pragmatic

international English

2. Many different perspectives on the spread

of English globally.

3. What is Pragmatic International English?

4. What is happening (and not happening)in Taiwan.


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1. The scale of expansion of

pragmatic international

English


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human global network of people

participating in free markets has expanded

from 800 million people five years ago, to 3

billion people now: half the population of the

planet.

The International Research Foundation for

English Language Education


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President of TIRF, Reece Duca said that

the threshold of expectation is going up.There is and will be a huge growth in the need

for local knowledge workers who have three

critical skills: the knowledge of their domain

of expertise, their ability to solve problems,

and their ability to communicate in English.

The International Research Foundation for English

Language Education


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In this expanding economic battle ground,there is no doubt that the global winners will

be those which have work forces which can

employ the English language efficiently.

The International Research Foundation for

English Language Education


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From 1950 to 2000 most international businesswas organized using local regional offices, wherelocal languages dominated.

Advent of global communication browsers likeGoogle

The importance of English for basiccommunicative purposes in business hasexploded.

Even at the local level, employees findthemselves needing to use functional businessEnglish.

The International Research Foundation for English

Language Education


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2. Many different perspectives

on the spread of English

globally.


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Why global Englishmay mean the end of

English as a Foreign Language

nglish as anInternationalLanguage


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A Global Response to Global English

Graddol:

English learners are getting younger.

Across the world, from Chile toMongolia, from China to Portugal,English is being introduced in primary

schools, with greater compulsion, and atsteadily lowering ages (p.88).


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Globish: Robert McCrum

According to the British Council, one third of theworlds population will all be trying to learn English atthe same time (p.276).

Microsoft + Dow Jones = Globish (p.281)

In a Globish world, everyone has access to anunlimited supply of data which floats, detached from

all cultural anchors, in the infinite reservoir ofcyberspace (p.286).


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Jenkins, J. (2000). The phonology of English as aninternational language. New York: Oxford UniversityPress. *

Llurda, E. (2004). Non-native-speaker teachers and

English as an international language. InternationalJournal of Applied Linguistics, 14(3), 314-323.

Seidlhofer, B. (2004). Research perspectives onteaching English as a lingua franca. Annual Review ofApplied Linguistics, 24, 209-239

McKay, S. (2003). Toward an appropriate EIL pedagogy:Re-examining common ELT assumptions. InternationalJournal of Applied Linguistics, 13(1), 1-22.

Research in the Realm of International

English


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Larry Smith (Smith, 1988; Smith and Nelson, 1985; Smith and Rafiqzad, 1983)proposes:

1. Intelligibility: word level recognition in context

2. Comprehensibility: assign accurate referential meaning:

Non-Koundanya well qualified prospective bridegroom forgraduate Iyangar girl..Mirugaservsham No dosham..Averagecomplexion. Reply with horoscope. Madras The Hindu

3. Interpretability:apprehension of intent, purpose, and meaning behind anutterance.

English Standards for Non-Native Speaker to

Non-Native Speaker of International English


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EDMOND H. WEISS

I will never do anything

consciously that damages the

power and precision of the

English language which I regardas a priceless legacy


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1.

Diane Larsen-Freeman: Research on the Grammar of Discourse

2.Marianne Celce-Murcia

And

Elite Olshtain

Discourse and Context

in Language Teaching

Cambridge University Press 2007

A New Approach to Second Language

Acquisition


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3. What is Pragmatic

International English?


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1950 to 2005:

most international business was organized using localregional offices, where local languages dominated.

2005 to ~:

Arrival of global communication browsers like Google

The importance of English for basic communicative purposes

in business has exploded.

Even at the local level, employees find themselves needing to

use

Functional business English

Functional Business Language?


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Functional Business English in the

International Context

1. This is the English needed to explain ideas,

communicate requests, convey information,

and express needs.

2. It is a pragmatic English stripped largely

stripped of Anglo-American similes and

metaphors.

3. It is the practical language needed in report

writing, e-mails, text messaging, and Skype.


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Clear communication in a second language involves gaining

progressive control over the systems of optionsin the

new language

The smaller the number of meaning distinctions a learner

controls, the more dependent on context his or her

language is likely to be, both in terms of understanding

and in terms of being understood. (Lock, 2005)

The Issue of Grammar in EIL


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Marianne Celce-Murcia identified four particular"discourse framing" patterns for discussion: onewhich sets up further elaboration; one whichbuilds to a climax; one which sets up discussion;

and one which relates episodesto one another.These patterns of grammar "set up discourse".

Many such patterns exist, and can be included in acommunicative English language curriculum.

The Grammar of Discourse


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Students are taught structures in writing

and spoken presentation so that they can

use these structures to accomplishparticular purposesin active

communicative engagement with others

Discourse Structures


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Use of wh-questionsto obtain different kinds ofinformation.

Use of different moods and modalitiesto showthe speakers relationship to addressee,

strength of the request, nature of the servicerequested.

Use of Referrersto refer to entities notimmediately obvious from the context.

Use of various forms of thematic organization(e.g. passive voice and clefts) to foreground and

background information. (Lock, 2005)

Gaining Control of Meaning


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4. What is happening(and not happening)

in Taiwan.


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2007~08 Graduate for

Secondary Education & Higher Education

Offered

Degree

Type

Secondary

EducationAssociate Bachelor Master Ph.D.

Total

Count

Graduated 269,431 43,803 228,645 49,976 2,850 594,705

Source: Department of Household Registration,

Ministry of Education

594,705

88% of High school graduates went on to college & University

31% of University graduates went on to graduate school

272,448 52,826

Birth rate is on the decline


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Inability to Communicate in English

The problem is that most young

Taiwanese students who go on to

college and then into the world of work,

are not able to communicate with

others in spoken English, despite all the

years of English language instruction

which they have received.


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World Interaction in English

The upcoming generations of Taiwanese studentswill increasingly find that they need

to be able to speak functional International English,so that they can engage with the Global Englishworld around them.

If they are unable to raise to the challenge, Taiwans

competitiveness in the world economy, and itsfuture as an independent economy, will suffer.


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University Sponsored Initiatives

National Taiwan University of Science and

Technology

* All students must take courses incommunicative English to graduate.

* Language Professors are encouraged to useinnovative teaching and assessment methods.

New Post Secondary Initiatives

in Second Language Instruction


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A QUESTION OFPHILOSOPHY:

Should we teachlanguage as aprerequisite tousing it?

OR

Learn it throughcommunicativeactivity?

1. What is our philosophy of language learning?


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How does language develop?

1. Language is not acquired well byattempting to learn a series of setlanguage parts by accumulation.

2. Learners actually construct a seriesof systems, known as interlanguageswhich are gradually grammaticized

and restructured as learnersincorporate new features.

Ellis (2009)


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How do you learn to converse?

If students are todevelop strongergrammatical controlover their expressivelanguage, and

incorporate newvocabulary, they haveto first exercise theirinterlanguage.

It is pointless to wait forstudents to acquireproper structuresfirst before offeringthem opportunities to

converse.


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Pedagogical Principle One for Communicative

Language Learning: Create a Communicative Context

1. Communicative language skills can only be learned in anenvironment where active communication is taking place all

the time.

Teachers should strive to create lesson plans where studentsspend at least 50% of their class time in active

communication

2. Improvements in communicative language skills come AFTER

people attempt to communicate with each other.


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Pedagogical Principle Two for Communicative

Language Learning: Teach Through Tasks

1. The most interesting things to communicate are things

that relate to real tasks in the real world.

2. The focus of instruction should be on content not onlanguage instruction itself.

Widdowson (1998) there is a fundamental difference

between task and exercise (depending) on whether

whether linguistic skills are viewed as developingthrough communicative activity or as a prerequisite for

engaging in it.


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What is a task?

Ellis:1. A work plan designed to precipitate leaner

activity.

2. Seeks to engage learners in using language

pragmatically rather than just displaying

language.3. Involves real-world processes of language use.

4. A task can involve all four skills.

5. A task engages students in higher level

cognitive processes.6. A task has a clearly defined communicative

outcome.


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What is task based learning?

the real purpose ofthe task is thecognitive andlinguistic processes

involved in reachingthe outcome thatmatters

Ellis (2009)


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Task-based learningrequires learners touse much morecomplex thinking

processes than theexercises in mostlanguage text books,

which mainly requireknowledge and

comprehension, withlittle application.


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In Task-based learning, students have to

Synthesize what they have learned, inorder to present their opinions.

They have to use the highest levels ofBlooms Taxonomy: ANALYSIS, SYNTHESISand EVALUATION, in order to completetheir task


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Research on second language acquisitionfavors learning a language throughcommunicative activity:

Craik and Tulving (1975) showed thatretention depends on theelaborateness of the final encoding.

Material is more likely to be rememberedwhen information is more deeplyprocessedEllis (2009)


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In Task-Basedlearning studentshave to:

DEMONSTRATEcomprehensionby showing theycan use theinformation theyhave learned innew situations.


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Pedagogical Principle Three for Communicative Language

Learning: The Only Mistake is a Failure to Be Understood

1. What matters is that students are

understood and can successfully negotiate

with non-native speakers of English from

other cultures.

2. Use every bit of English you know

3 Do not worry about incorrect grammar

4 It does not matter if your English has a

definite Chinese feel to it.


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1. Using the TOEIC as an accepted assessment.

This permits an increased focus in instruction

on speaking and listening.

Example Aichi Shukutokyo University,Nagoya,Japan, now offers 442 English communication classesto its 7,800 undergraduates. Average progress on

TOEIC scores has increased from 72.9 to 125+ sinceits new TOEIC program was introduced in 2004

Assessment for Communicative Language Learning:

Use the TOEIC


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Application of These Principles at the National

Taiwan University of Science and Technology

These principles are being applied in:

* Daily Living English

* Art and Design English

* Hospitality English

* Business English

* English for Academic Purposes

* Speech and Oral Presentation

* Writing


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Two Examples

Business English

English Writing


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New focus in International Publishing: EIL

Business Result: OxfordUniversity Press

1. Focus oncommunication in Englishin real-life work

situations.

2. Target language:workplace English forcommunication betweennon-native speakers of

English3. Focus on the use oflanguage in meaningfuland authentic ways.


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CASE STUDIESGroups of Four:

1. Read a case situation

2. Review language3. Study data individually relating to a new case

4. Share data with each other

5. Discuss findings

6. Write a group report of findings

7. Make an oral presentation


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CYCLE OF LANGUAGE LEARNING:1. Reading -> Vocabulary /Concepts ->

2. Reading Research -> Synthesis and presentation

of ideas orally in discussion ->

3. Discussion and Analysis ->

4. Written report -> Oral presentation


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Students create a fictional Fantasy Island

Then they are taught the writing structures

to:

Create listing order paragraphs (topic sentences, listing-order signals,

concluding sentences, compound sentences, coordinating conjunctions.)

Create How To paragraphs (time order signals, independent anddependent clauses, adverb subordinators, complex sentences.)

Create descriptions (space order, specific details, adjectives.)

ALL THESE ARE COMPILED INTO A BOOK, AND A READING PRESENTATION

English Writing Skills


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SEMESTER TEACHING STRUCTURE:

1. 16 lessons with about 4 hours of teaching

material in each lesson.

2. No long reading texts.

3. Emphasis on listening and speaking.

4. Written exercises are kept at a minimum.

5. Focus on formal and informal information

exchange.


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TESPA-IS

The English as an International Language

Interest Section of

TESPA(The Taiwan English for Special

PurposesAssociation)


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The EIL-IS TESPA Agenda

1. Research

Disseminating new research on the teaching of

EIL

2. Teaching Exploring new approaches to teaching EIL

3. Teaching materials

Searching for (and developing) new classroom

materials for teaching EIL


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Thank You

The future is now.

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