Abstract Currently, HE institutions in Anglophone countries cater for the largest number of international students (particularly non-native English speakers) and thus, have benefited the most from internationalization policies. In such intercultural educational environments, Anglophone Englishes now play a much less significant role in HE. This paper aims to explore to what extent Thai students who came back from study abroad (SA) in Anglophone countries have developed a sense of intercultural citizenship and their experiences and perceptions in relation to intercultural communication, ELT and SA. A mixed-method approach was adopted at four universities in Thailand. Extracts from semi-structured interviews and questionnaire data have been analyzed. Findings have been divided into three themes: 1) The usefulness of intercultural citizenship courses, 2) The development of intercultural citizenship from lived experience, and 3) ELF mindedness. According to the findings, we argue that intercultural citizenship education (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ought to be part of the pedagogic approach in both EMI and ELT classrooms, and ELT courses in Thailand should put more emphasis on strengthening learners’ intercultural competence and awareness while also moving away from traditional methods associated with standard language ideologies. ปัจจุบัน สถาบันอุดมศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ รองรับนักศึกษาต่างชาติจำนวนมากที่สุด (โดยเฉพาะกลุ่มผู้เรียนที่ไม่ได้ใช้ภาษาอังกฤษเป็นภาษาแม่) นักศึกษากลุ่มนี้จึงได้รับประโยชน์สูงสุดจากนโยบายความเป็นสากล ในสภาพแวดล้อมทางการศึกษาแบบต่างวัฒนธรรมเช่นนี้ ภาษาอังกฤษตามแบบฉบับของประเทศต้นกำเนิดภาษาอังกฤษ มีบทบาทสำคัญน้อยมากในสถาบันอุดมศึกษาปัจจุบัน บทความนี้มีจุดมุ่งหมายเพื่อสำรวจว่านักเรียนไทยที่กลับมาจากการศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ ได้พัฒนาความรู้สึกของการเป็นพลเมืองข้ามวัฒนธรรม ตลอดจนประสบการณ์และการรับรู้เกี่ยวกับการสื่อสารระหว่างวัฒนธรรม การสอนภาษาอังกฤษและการเรียนในต่างประเทศ ในระดับใด วิธีการเก็บข้อมูลการศึกษาแบบผสมผสาน ได้นำมาใช้เก็บข้อมูล ในมหาวิทยาลัย 4 แห่งในประเทศไทย ข้อมูลการศึกษาที่ได้จากการสัมภาษณ์และแบบสอบถามได้นำมาวิเคราะห์ ผลการวิจัย แบ่งออกเป็นสามหัวข้อ: 1) ประโยชน์ของหลักสูตรความเป็นพลเมืองข้ามวัฒนธรรม 2) การพัฒนาความเป็นพลเมืองข้ามวัฒนธรรมจากประสบการณ์ และ 3) การตระหนักถึงการใช้ภาษาอังกฤษระหว่างผู้ใช้ภาษาอังกฤษ จากผลการวิจัย เราโต้แย้งว่าการศึกษาเรื่องความเป็นพลเมืองข้ามวัฒนธรรม (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ควรเป็นส่วนหนึ่งของแนวทางการสอนทั้งในห้องเรียนแบบใช้ภาษาอังกฤษเป็นหลักในการสอน และการสอนภาษาอังกฤษ อีกทั้งหลักสูตรการสอนภาษาอังกฤษในประเทศไทยควรเน้นการเสริมสร้างความสามารถและความตระหนักระหว่างวัฒนธรรมของผู้เรียน โดยหลีกเลี่ยงวิธีการสอนแบบดั้งเดิมที่เกี่ยวข้องกับภาษาอังกฤษตามมาตรฐานของประเทศต้นกำเนิดภาษาอังกฤษ
{"title":"Intercultural citizenship development: a case of Thai study abroad students in EMI programs","authors":"J. Ra, Yusop Boonsuk, Chittima Sangiamchit","doi":"10.1515/jelf-2022-2071","DOIUrl":"https://doi.org/10.1515/jelf-2022-2071","url":null,"abstract":"Abstract Currently, HE institutions in Anglophone countries cater for the largest number of international students (particularly non-native English speakers) and thus, have benefited the most from internationalization policies. In such intercultural educational environments, Anglophone Englishes now play a much less significant role in HE. This paper aims to explore to what extent Thai students who came back from study abroad (SA) in Anglophone countries have developed a sense of intercultural citizenship and their experiences and perceptions in relation to intercultural communication, ELT and SA. A mixed-method approach was adopted at four universities in Thailand. Extracts from semi-structured interviews and questionnaire data have been analyzed. Findings have been divided into three themes: 1) The usefulness of intercultural citizenship courses, 2) The development of intercultural citizenship from lived experience, and 3) ELF mindedness. According to the findings, we argue that intercultural citizenship education (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ought to be part of the pedagogic approach in both EMI and ELT classrooms, and ELT courses in Thailand should put more emphasis on strengthening learners’ intercultural competence and awareness while also moving away from traditional methods associated with standard language ideologies. ปัจจุบัน สถาบันอุดมศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ รองรับนักศึกษาต่างชาติจำนวนมากที่สุด (โดยเฉพาะกลุ่มผู้เรียนที่ไม่ได้ใช้ภาษาอังกฤษเป็นภาษาแม่) นักศึกษากลุ่มนี้จึงได้รับประโยชน์สูงสุดจากนโยบายความเป็นสากล ในสภาพแวดล้อมทางการศึกษาแบบต่างวัฒนธรรมเช่นนี้ ภาษาอังกฤษตามแบบฉบับของประเทศต้นกำเนิดภาษาอังกฤษ มีบทบาทสำคัญน้อยมากในสถาบันอุดมศึกษาปัจจุบัน บทความนี้มีจุดมุ่งหมายเพื่อสำรวจว่านักเรียนไทยที่กลับมาจากการศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ ได้พัฒนาความรู้สึกของการเป็นพลเมืองข้ามวัฒนธรรม ตลอดจนประสบการณ์และการรับรู้เกี่ยวกับการสื่อสารระหว่างวัฒนธรรม การสอนภาษาอังกฤษและการเรียนในต่างประเทศ ในระดับใด วิธีการเก็บข้อมูลการศึกษาแบบผสมผสาน ได้นำมาใช้เก็บข้อมูล ในมหาวิทยาลัย 4 แห่งในประเทศไทย ข้อมูลการศึกษาที่ได้จากการสัมภาษณ์และแบบสอบถามได้นำมาวิเคราะห์ ผลการวิจัย แบ่งออกเป็นสามหัวข้อ: 1) ประโยชน์ของหลักสูตรความเป็นพลเมืองข้ามวัฒนธรรม 2) การพัฒนาความเป็นพลเมืองข้ามวัฒนธรรมจากประสบการณ์ และ 3) การตระหนักถึงการใช้ภาษาอังกฤษระหว่างผู้ใช้ภาษาอังกฤษ จากผลการวิจัย เราโต้แย้งว่าการศึกษาเรื่องความเป็นพลเมืองข้ามวัฒนธรรม (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ควรเป็นส่วนหนึ่งของแนวทางการสอนทั้งในห้องเรียนแบบใช้ภาษาอังกฤษเป็นหลักในการสอน และการสอนภาษาอังกฤษ อีกทั้งหลักสูตรการสอนภาษาอังกฤษในประเทศไทยควรเน้นการเสริมสร้างความสามารถและความตระหนักระหว่างวัฒนธรรมของผู้เรียน โดยหลีกเลี่ยงวิธีการสอนแบบดั้งเดิมที่เกี่ยวข้องกับภาษาอังกฤษตามมาตรฐานของประเทศต้นกำเนิดภาษาอังกฤษ","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48574391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Nogami, Yoko: Identity and pragmatic language use: A study on Japanese ELF users (Developments in English as a Lingua Franca [DELF] 11)","authors":"M. Takino","doi":"10.1515/jelf-2022-2066","DOIUrl":"https://doi.org/10.1515/jelf-2022-2066","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Baker, Will and Tomokazu Ishikawa: Transcultural Communication through Global Englishes: An Advanced Textbook for Students","authors":"Inmaculada Pineda","doi":"10.1515/jelf-2022-2068","DOIUrl":"https://doi.org/10.1515/jelf-2022-2068","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41575477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In the last decade numerous studies have been published in the field of English as an academic lingua franca (academic ELF). The majority of them, however, are devoted to the speaking mode. The present paper investigates written academic ELF texts – research articles in the social sciences and humanities. It explores the ways in which L2 speakers express epistemic stance in their texts and analyzes ELF-specific non-conventional forms of epistemic stance expressions. I use data from the SciELF corpus (https://www2.helsinki.fi/en/researchgroups/english-as-a-lingua-franca-in-academic-settings/research/wrelfa-corpus/scielf-corpus), which is unique in that it allows the study of academic texts written by L2 speakers in their unedited form. To uncover whether non-conventional expressions are also used in published academic texts, and to gain a deeper understanding of the extent to which variability in language use is accepted in published texts, I use the Google Scholar database as a reference corpus. My analysis shows that L2 authors creatively exploit linguistic resources to express epistemic stance, demonstrating considerable variability in language use. Findings also indicate that some non-conventional expressions are found in published texts.
{"title":"When the unconventional becomes convention: epistemic stance in English as a lingua franca research articles","authors":"I. Shchemeleva","doi":"10.1515/jelf-2022-2075","DOIUrl":"https://doi.org/10.1515/jelf-2022-2075","url":null,"abstract":"Abstract In the last decade numerous studies have been published in the field of English as an academic lingua franca (academic ELF). The majority of them, however, are devoted to the speaking mode. The present paper investigates written academic ELF texts – research articles in the social sciences and humanities. It explores the ways in which L2 speakers express epistemic stance in their texts and analyzes ELF-specific non-conventional forms of epistemic stance expressions. I use data from the SciELF corpus (https://www2.helsinki.fi/en/researchgroups/english-as-a-lingua-franca-in-academic-settings/research/wrelfa-corpus/scielf-corpus), which is unique in that it allows the study of academic texts written by L2 speakers in their unedited form. To uncover whether non-conventional expressions are also used in published academic texts, and to gain a deeper understanding of the extent to which variability in language use is accepted in published texts, I use the Google Scholar database as a reference corpus. My analysis shows that L2 authors creatively exploit linguistic resources to express epistemic stance, demonstrating considerable variability in language use. Findings also indicate that some non-conventional expressions are found in published texts.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bayyurt, Yasemin and Mario Saraceni: Bloomsbury World Englishes Volume 3: Pedagogies","authors":"Nicos C. Sifakis","doi":"10.1515/jelf-2022-2065","DOIUrl":"https://doi.org/10.1515/jelf-2022-2065","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mendeskripsikan pemerolehan Bahasa Arab anak usia 4 s.d. 8 tahun di Pondok Arrisalah Ponorogo. Jenis penelitian ini adalah kualitatif dengan pendekatan deskriptif kualitatif. Objek kajian dalam penelitian ini dilakukan terhadap anak-anak usia 4 s.d. 8 tahun tingkat PIAUD sampai SD di Pondok Modern Arrisalah Ponorogo. Tujuannya agar pengawasan terhadap perkembangan bahasa arab terus berjalan, sehingga mampu meningkatkan kepandaian anak dalam berbahasa Arab. Metode pengumpulan data dilakukan dengan teknik rekam, simak, dan catat. Hasil penelitian menunjukkan bahwa pemerolehan Bahasa Arab anak usia 4 s.d 8 tahun di Pondok Arrisalah Ponorogo belum sepenuhnya sempura. Hal itu karena masih banyak yang perlu diperbaiki, seperti pelafalan bunyi yang salah, penambahan bunyi yang tidak perlu, dan pengucapan panjang pendeknya huruf yang masih kurang tepat. This study aims to describe the acquisition of Arabic for children aged 4 to d. eight years at Pondok Arrisalah Ponorogo. This type of research is qualitative with a qualitative descriptive approach. The study's object was conducted on children aged 4 to d. eight years from PIAUD to SD at Pondok Modern Arrisalah Ponorogo. The goal is that supervision of the development of the Arabic language continues to improve children's intelligence in Arabic. The data collection method is recording, listening, and taking notes. The results showed that the acquisition of Arabic for children aged 4 to 8 years at Pondok Arrisalah Ponorogo was not yet perfect. This is because many things still need to be improved, such as the pronunciation of wrong sounds, the addition of unnecessary sounds, and the articulation of long and short letters that are still not quite right.
这项研究的目的是描述一个4岁和8岁的阿拉伯儿童在一个小木屋里被涂上阿拉伯语。这种研究是一种定性的定性方法。本研究的研究对象是4岁至8岁的儿童，他们的小学水平从小学到小学，在现代artract Ponorogo的小屋里进行研究。其目的是监督阿拉伯语的发展，从而提高孩子们的阿拉伯语技能。收集数据的方法是用记录、检查和记录技术进行的。研究表明，在Ponorogo ar宣传册上，4岁和8岁的阿拉伯儿童的学习还没有达到顶峰。这是因为有很多事情需要纠正，比如发音错误，加上不必要的增加，以及较短的字母发音错误。这项研究将描述4年到8年阿拉伯儿童在一个小木屋的发展。这是一种研究的类型，具有一定的对应性和一定的解释。这项研究的对象是在一个现代的araud to Ponorogo小木屋里，由儿童抚养4年到8年。目标是阿拉伯语言发展的愿景继续在阿拉伯语中植入儿童的智慧。收集的方法是录音、监听和检索笔记。最近的民意调查显示，4到8年的阿拉伯儿童在一个小木屋待了4到8年还不够完美。这是因为许多事情仍然需要被塑造，就像一个错误的发音，一个毫无必要的补充，以及一篇冗长而简短的演讲，这些话并不完全正确。
{"title":"Pemerolehan Bahasa Arab Anak Usia 4 s.d. 8 Tahun di Pondok Modern Arrisalah Ponorogo","authors":"Melani Candra Fransika Adiluhung, Vivia Salma Azzahro, Melani Widya Nafi’atus, Lisma Meilia Wijayanti","doi":"10.37680/lingua_franca.v1i1.1220","DOIUrl":"https://doi.org/10.37680/lingua_franca.v1i1.1220","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan pemerolehan Bahasa Arab anak usia 4 s.d. 8 tahun di Pondok Arrisalah Ponorogo. Jenis penelitian ini adalah kualitatif dengan pendekatan deskriptif kualitatif. Objek kajian dalam penelitian ini dilakukan terhadap anak-anak usia 4 s.d. 8 tahun tingkat PIAUD sampai SD di Pondok Modern Arrisalah Ponorogo. Tujuannya agar pengawasan terhadap perkembangan bahasa arab terus berjalan, sehingga mampu meningkatkan kepandaian anak dalam berbahasa Arab. Metode pengumpulan data dilakukan dengan teknik rekam, simak, dan catat. Hasil penelitian menunjukkan bahwa pemerolehan Bahasa Arab anak usia 4 s.d 8 tahun di Pondok Arrisalah Ponorogo belum sepenuhnya sempura. Hal itu karena masih banyak yang perlu diperbaiki, seperti pelafalan bunyi yang salah, penambahan bunyi yang tidak perlu, dan pengucapan panjang pendeknya huruf yang masih kurang tepat. \u0000This study aims to describe the acquisition of Arabic for children aged 4 to d. eight years at Pondok Arrisalah Ponorogo. This type of research is qualitative with a qualitative descriptive approach. The study's object was conducted on children aged 4 to d. eight years from PIAUD to SD at Pondok Modern Arrisalah Ponorogo. The goal is that supervision of the development of the Arabic language continues to improve children's intelligence in Arabic. The data collection method is recording, listening, and taking notes. The results showed that the acquisition of Arabic for children aged 4 to 8 years at Pondok Arrisalah Ponorogo was not yet perfect. This is because many things still need to be improved, such as the pronunciation of wrong sounds, the addition of unnecessary sounds, and the articulation of long and short letters that are still not quite right.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87388894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-03DOI: 10.37680/lingua_franca.v1i1.1152
Irwan Siagian, Ayu Holizah Suhaeri, Arini Haq Praramadanti
Penelitian ini bertujuan untuk mendeskripsikan permasalahan kebahasaan yang melekat pada karya sastra. Permasalahan tersebut menyangkut tuturan yang menggunakan lebih dari satu bahasa dalam dialog yang terdapat dalam karya sastra. Penggunaan bahasa yang kompatibel dikenal sebagai campur kode. Peneliti menemukan beberapa permasalahan yang telah dirumuskan, yaitu jenis campur kode, wujud campur kode, dan faktor penyebab terjadinya campur kode pada novel Secangkir Kopi dan Pencakar Langit karya Aqessa Aninda. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan menggunakan dialog antartokoh dan deskripsi cerita yang digunakan sebagai data penelitian. Teknik pengumpulan data dilakukan dengan dokumentasi. Hasil penelitian ini mencakup 15 temuan, yaitu 3 campur kode bentuk kata, 3 campur kode bentuk frasa, 3 campur kode bentuk klausa, 3 campur kode bentuk baster, dan 3 campur kode bentuk singkatan. Beberapa faktor penyebab terjadinya campur kode dalam novel Secangkir Kopi dan Pencakar Langit karya Aqessa Aninda disebabkan adanya penutur, lawan tutur, perubahan topik pembicaraan, dan pokok pembicaraan. This research was conducted to describe the linguistic problems inherent in literary works. This problem concerns speech that uses more than one language in the dialogue found in literary works. The use of multiple compatible languages is known as code-mixing. Researchers found several problems that have been formulated, types of code-mixing, a form of code-mixing, and the causes of code-mixing in the novel A Cup of Coffee and a Skyscraper by Aqessa Aninda. This study uses a qualitative descriptive method using dialogue between characters and story descriptions that are used as data for this research. The researcher chose the data collection technique with the method of viewing notes, namely by collecting data which was then studied, and then the researcher would begin to analyze the data that had been collected. The results of this study include 15 findings, namely; mixed word form code 3, coded phrase form 3, mixed code form clause 3, mixed code form baster 3, and mixed code form abbreviation 3. Several factors causing code-mixing in the novel Secangkir Kopi dan Pencakar Langit by Aqessa Aninda caused by speakers, the interlocutor, changes in the topic of conversation, and the subject of the conversation.
本研究旨在描述文学作品固有的语言问题。这些问题涉及在文学作品中使用多种语言的语言。使用兼容的语言被称为混合代码。研究人员发现了一些已经解决的问题——混合代码类型、混合代码，以及阿克萨·安琳达的小说《一杯咖啡》和一部摩天大楼》中混合代码的原因。本研究采用的方法是一种定性的描述性描述，使用角色之间的对话和故事描述作为研究数据。数据收集技术是用文档完成的。这项研究的结果包括15个发现:3个混合的单词形式代码，3个混合的短语形式代码，3个混合的从句代码，3个混合的条形码，3个混合的条形码缩写。阿西萨·安琳达(Aqessa Aninda)的小说《一杯咖啡》(cup of coffee)和《摩天摩天》(movies)中混合代码的几个因素，可以解释其中的原因。这项研究旨在描述语言学家在文学作品中存在的内在问题。这支协奏曲的讲话表明，在天文学工作中发现的对话中使用的语言不止一种。多种可依赖语言的使用就像密码混合一样。研究人员发现了几个问题，这些问题已经形成，一种编码混合，一种形式的混合，以及一个咖啡杯和一个由Aqessa Aninda编写的skysker。这个研究用的是性格和故事之间的对白。然后研究人员将开始分析收集到的数据。本研究包括15个决赛，namely;混频字格式3，编码phrase格式3，混频器代码3，混频器代码3，混频器代码3。小说中有几个事实:一杯咖啡和一只摩天大楼。
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Pub Date : 2022-01-03DOI: 10.37680/lingua_franca.v1i1.1166
Septiani Puji Rahayu, Mita Ulfia Fauziah
Penelitian ini mengkaji tentang perbedaan variasi yang terjadi pada tokoh dalam game “Dreadout” yang diterbitkan tahun 2014 dengan film “Dreadout” yang diterbitkan tahun 2019. Tujuan dari penelitian ini untuk mengetahui struktur teks dan perubahaan variasi tokoh dalam game ke dalam film “Dreadout”. Metode penelitian yang digunakan adalah dekriptif analisis. Berdasarkan hasil penelitian menunjukkan bahwa terdapat banyak variasi yang terjadi pada tokoh yang merubah alur aslinya. Tidak hanya dilakukan oleh tokoh utama saja, namun perubahan variasi juga terdapat pada beberapa tokoh pembantu. This study discusses the differences in variations that occur in the characters in the dreadout game published in 2014 and the new dreadout film published in 2019. The purpose of this research is to determine the structure of the text and changes in the variation of the characters in the game into the Dreadout movie. The research method used is descriptive analysis. Based on the results of the study, it shows that many variations occur in the characters that change the proper plot. Not only done by the main character but changes in variations are also found in several supporting characters.
{"title":"Perubahan Variasi Tokoh dalam Game “Dreadout” (2014) menjadi Film “Dreadout” (2019)","authors":"Septiani Puji Rahayu, Mita Ulfia Fauziah","doi":"10.37680/lingua_franca.v1i1.1166","DOIUrl":"https://doi.org/10.37680/lingua_franca.v1i1.1166","url":null,"abstract":"Penelitian ini mengkaji tentang perbedaan variasi yang terjadi pada tokoh dalam game “Dreadout” yang diterbitkan tahun 2014 dengan film “Dreadout” yang diterbitkan tahun 2019. Tujuan dari penelitian ini untuk mengetahui struktur teks dan perubahaan variasi tokoh dalam game ke dalam film “Dreadout”. Metode penelitian yang digunakan adalah dekriptif analisis. Berdasarkan hasil penelitian menunjukkan bahwa terdapat banyak variasi yang terjadi pada tokoh yang merubah alur aslinya. Tidak hanya dilakukan oleh tokoh utama saja, namun perubahan variasi juga terdapat pada beberapa tokoh pembantu. \u0000This study discusses the differences in variations that occur in the characters in the dreadout game published in 2014 and the new dreadout film published in 2019. The purpose of this research is to determine the structure of the text and changes in the variation of the characters in the game into the Dreadout movie. The research method used is descriptive analysis. Based on the results of the study, it shows that many variations occur in the characters that change the proper plot. Not only done by the main character but changes in variations are also found in several supporting characters.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73331258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dovchin, Sender: Language, Social Media & Ideologies: Translingual Englishes, Facebook & Authenticities","authors":"Bahram Kazemian, Shafigeh Mohammadian","doi":"10.1515/jelf-2021-2060","DOIUrl":"https://doi.org/10.1515/jelf-2021-2060","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44970516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.
{"title":"English as a lingua franca defined by pre-service teachers: insights from theory and practice","authors":"Elif Kemaloglu-Er, Y. Bayyurt","doi":"10.1515/jelf-2021-2061","DOIUrl":"https://doi.org/10.1515/jelf-2021-2061","url":null,"abstract":"Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41766946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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