the globalization of english

7/30/2019 The Globalization of English

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Global English/Local English: The Globalization of English and its

Implications for Teachers and Learners in Taiwan

Ian Clarke1

Abstract

In this article I will examine the changing nature of the relationship between

power and English within the context of globalization, and the implications of this

relationship for language teachers and learners in Taiwan.

Critical theory has provided us with important conceptual tools for analyzing

the relationship between language standards and power. From this viewpoint it can be

seen that language learning is not simply as the acquisition of value-neutral

knowledge, but as part of a discourse on legitimate and illegitimate forms of language

closely related to systems of difference and power.

Historically English education has been strongly associated with normative

standards for correct English, related to systems of colonial and neo-colonial

dominance of non-native speakers. This usage of English as an international languageunder Globalization is however fundamentally altering the nature and usage of the

language. In a world under transformation by globalization, English will increasingly

become used as a medium of communication. In a language under transformation by

globalization, the nature of English will become increasingly defined through a

dynamic tension between an ever-proliferating variety of localized forms, and the

interaction of these localized forms in the transnational arena.

This is the world in which both teachers and students in Taiwan exist and the

reality to which we must adapt ourselves. Learners will potentially have to adapt to

different localized standards of English dependent of their future career and general

life paths. They will also have to interact with speakers of different forms of English

in a transnational environment in which no single standard exists, and learn an

approach to language and communication that will allow them to compensate for this.

As teachers we must seek to adapt our educational styles to the challenges of this new

global/local English.

1Assistant Professor, Department of Applied English, Kainan University


2/7

Language and Culture, ESP in Taiwan

Wolfgang B. Sperlich

*

Abstract

Few scholars would argue that language and culture are not connected, especially

so in the historical sense. Synchronically however there is the disjuncture in that the

language capacity per se has no cultural foundation whatsoever (Chomsky 1968).

Nevertheless as we acquire our native and other languages there is undoubted cultural

input. It is also clear that the rate of internal language change (commonly calculated at

200 year intervals) is not directly related to cultural change. In recent history cultural

change has far outstripped internal language change, what with globalization and

English as a global language - and the emergence of hybrid cultures that undergo

rapid change. On the other hand there is an alarming rate of language obsolescence

with an accompanying loss of cultural diversity. Even so, some scholars (Kwachka

1995) argue that cultures can be maintained even if the associated languages die out.

Taiwan as a traditionally multi-cultural, multi-ethnic and multi-lingual society is

immersed in the maelstrom of above mentioned changes. Language politics and

policies may be reactive rather than proactive. Either way, ESP lecturers in Taiwan

face a myriad of challenges and problems, as discussed in this paper.

REFERENCES

Chomsky, N. (1968).Language and Mind. New York

Kwachka. P. (1995). Language shift and Cultural Loss. Languages of the World9:19-25.

*Assistant Professor, Department of Applied English, Kainan University


3/7

Advance Organizers and Bilingual Subtitles on College Students

Listening Performance

Li-Hung Chang2 and Tai-Wei Wu**

Abstract

The purpose of this study is to examine the effects of movie clips with

auxiliary subtitling in combination with the provision of advance organizers on

listening comprehension for college students. Seventy-nine freshmen and sophomores

participate in this research. Forty-eight of these participants have passed the

Intermediate Level (reading & listening) of the GEPT (General English Proficiency

Test), whereas others have not. All participants are randomly assigned into one of the

two different groups: the group with English caption only (or Group A), and the group

with both Chinese and English subtitles (Group B). In the experiment, both groups

first receive a Chinese translation and explanation of the vocabulary and phrases, and

then they are shown two 20-minute clips of The Perfect Match. After the movie, the

participants are asked first to take a series of comprehension tests, second, to fill out

questionnaires, and third, to give written feedback. The findings are as follows: (1)

group B performs significantly better than group A in the comprehension tests; (2) nosignificant difference is found between the participants who have and have not passed

the GEPT in group B; (3) 94.94% of the participants believe that the advance

organizers facilitate their comprehension, although the speed of the dialogue and

captions is considered fast for them. The results reveal two reminders for teachers: (1)

it is important for teachers to consider the proficiency levels of students before

deciding on teaching material; (2) advance organizers are an effective and efficient

tool for English teachers.

Keywords: Advance organizers, bilingual subtitles, proficiency level

2 Assistant Professor, The Department of English, National Pingtung University of Education**

Graduate Student, The Department of English, National Pingtung University of Education


4/7

The goal of teaching Freshman English in college is certainly beyond the

language level. Due to the mental development of college students, it is absolutely

necessary to teach them not only grammar of English but also culture perspectives of

English as a second language. With the development of post colonial theory, now

more the more English courses begin to emphasize multiculturalism, which hopes

learners will be more sensitive to the cultural difference of their own language and

English, especially when English is always regarded as a dominant international

language. The purpose of this paper is hoping to lead students to learn a veryimportant cultural issue: Globalization. As a popular topic nowadays, globalization

is a very good topic for discussing multiculturalism, because of the diversity included

within the term itself. The main idea of this paper is hoping to establish a dialogue

between an article in the textbook and one short story, which are both related to the

idea of globalization. This paper will argue that a literary work usually has three

advantages over a prose article. First, short stories usually reveal or explore cultural

issues in an implicit and indirect way. This ambiguity can challenge students to pay

more attention to subtle cultural issues. The second is some basic elements existing

in a story, such as character, symbols can offer students a new perspective to discuss

culture. The third one is the life experience students can learn from a story. By

comparing their own life experience with the fictional one in a story, students canhave a better understanding of their own personal traits. With the intertextuality of

these two texts, students will have a better understanding of multiculturalism.

Teaching Multiculturalism in the Freshman English Course

Chang-Chun Lee*

Abstract

Key Words: Multiculturalism, Freshman English, Literature, Intertextuality

*Lecturer, Department of English, National Taiwan Normal University


5/7

Student Perceptions of Learning Translation: Chinese to English

and English to Chinese

Han-Shin Chen* John R. Jenkins**

Ju-Lin Li*** Yu-Chin Lin**** Man-Ming Pang*****

Abstract

Translation has become the fifth principle skill in terms of language

acquisition in addition to listening, speaking, reading, and writing although the use of

translation as an English teaching tool has experienced a somewhat tenuous history.

The processes involved in translation analyze the source languages grammatical

structure to acquire the meaning of the whole text, and then translates that meaning

into the target language through digesting and comprehending the target language

(Perkins, 1985). As such, comprehensive translation ability is helpful in developing

the students English writing and composition skills. Despite the seemingly obvious

benefit of translation as a teaching tool, the study of the theories, principles, and

techniques of translation has experienced a controversial history resulting in the

inconsistent application of translation as a teaching tool. Because of this relative lack

of theoretical knowledge compared to creative writing for example, translation is farmore difficult to teach and learn than composition, in part, due to the high level of

second language proficiency demanded in translation.

Furthermore, translation and interpretation are two sides of one coin.

Translation is the cornerstone of interpretation, and only if students make every effort

to learn the principles translation will their interpretation skills become stronger

through this process. Translation can be seen as a method of learning and a skill to be

developed that requires a comprehensive understanding of both languages and

cultures involved in the translation process. Students also need to understand the

components of quality translation and use those components to enhance their

language learning experience.

* Assistant Professor, Department of Applied English, Kainan University** Assistant Professor, Department of Applied English, Kainan University

***Graduate Student, Department of Applied English, Kainan University

**** Graduate Student, Department of Applied English, Kainan University*****

Graduate Student, Department of Applied English, Kainan University


6/7

The purpose of this quantitative research was to identify what perceptions

students possessed concerning the importance of translation as a learning tool,

determine how students solve translation problems, and to identify what tools and

teaching methodologies were considered important by the respondents. Respondents

answered 15 questions related to the theory, principles, and to the problem solving

methods used in the application of translation techniques scaled from 1 meaning

unimportant to 5 meaning very important. Thirteen demographic type questions such

as gender, school attended, and age were also included in the survey. Descriptive

statistics, independent sample t tests, and stepwise multiple linear regression statistical

techniques were applied to the data to analysis the importance of translation for

English majors as perceived by the respondents. Differences between gender and

school attended were analyzed using independent sample t tests to compare means.

Also, linear regression analysis was used to identify variables that significantly

influence how important the respondents considered translation for English major

students. The 133 respondents were involved in a class size interview format where

they were guided in answering the survey questions. Students from the Applied

English Departments at one university and one technical college enrolled in 5

different translation classes participated in the survey. All of the respondents have

studied English for 6 years or longer.

The results of the data analysis indicate that students have a poor understandingof translation theory and the essential components of quality translation. Furthermore,

the results indicate that students do not take personal responsibility for their learning,

but depend too much on the teacher and class lectures from which they learn

translation skills and the English language. The results are alarming in the sense that

students appear to be unmotivated to make a serious effort in learning English or

learning translation skills while depending on classroom instruction only to improve

their English and translation skills.

Key Words: Language barrier, Translation teaching methods, Interpretation, Source

language, Target language, Geographical barrier, International language


7/7

Mathematical Equations in English: An Important Element of ESP

for Engineering Majors

Carol Troy* and Syou-Rung Tsau**

Abstract

Practical constraints on ESP curriculum developers dictate that they adopt shared

vocabulary targets rather than addressing the needs of client departments on an

individual basis. Recent research has questioned a key tenet of L2 vocabulary

acquisition, that lists of words which are frequent across all academic disciplines can

serve this purpose. This raises an important question, whether it is possible toconstruct core vocabulary lists to serve learners in a narrower range of disciplines,

such as closely related fields of engineering. We propose common subject matter,

such as the mathematical content that is common to engineering curricula, as a source

of core vocabulary. As an illustration, we describe Mathematical Equations in English

(MEE), a core vocabulary module currently used in engineering ESP courses at

Da-Yeh University. We describe the design of the MEE module in detail and point out

directions for further work.

* Lecture, Department of the English Language, DaYeh University**

Associate Professor, Department of the English Language, DaYeh University

the globalization of english

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