The International Aspect: Language, Learning and Teaching. Györgyi Dudás and Zsuzsanna Soproni Iatefl Conference, Eger, Hungary 2012. IE or LF?. We are cancel the card . It don’t depend on the field . They need to be persuade the customer . I can suggest you a cheap accomodation .
Györgyi Dudás and Zsuzsanna Soproni
Eger, Hungary 2012
We are cancel the card.
It don’t depend on the field.
They need to be persuade the customer.
I can suggest you a cheap accomodation.
We can make a consense.
I think on the front page should be a picture who – which only makes people to spend money to the charity.(Seidlhofer, 2000)
Let’s resume our ideas.(Dudley-Evans & St. John, 1998)
Chrystal, 1997, pp. 60-61.
Active Ss on English medium courses
34 item self-report questionnaire with Likert type statements
I am satisfied with the progress I have made in English since September. (SUCCESS)
Studying with international students has contributed greatly to my development in English. (INTL)
Success in language learning is accompanied by code-switching.
Successful learners tend to do and notice code-switching more.
Meanhisuc= 3,91 t(128) = -5,051
Meanlosuc = 3,33 p<0,01
More motivated learners communicate more in English.
Meanhimotiv= 4,53 t(141) = -3,310
Meanlomotiv = 4,0 p=0,03
Successful learners prefer to communicate with peers who have a higher command of English.
Meanhisuc= 0,78 t(122) = -2,739
Meanlosuc = 0,56 p<0,01
More motivated learners appreciate IBS English modules more.
Successful learners communicate more in English.
Meanhisuc= 4,49 t(126) = -2,385
Meanlosuc = 4,08 p < 0,05
More motivated learners benefit more from the international environment.
Meanhimotiv= 3,8 t (142)=-2,176
Meanlomotiv = 3,51 p=0,03
‘Learning is the same everywhere in the world.’
The higher the competence, the larger extent students disagree.
Mean4 = 3,58 p=0,27
Mean6= 2,97 p=0,18
‘IBS teachersadapttotheneeds of studentscomingfromdifferentcultures.’
References different from mine motivates me to learn foreign languages.
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Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Chrystal, D. (1997). English as a global language. Cambridge University Press.
Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press.
Gimenez, J. (2006). Embedded business emails: Meeting new demands in international business communication. English for Specific Purposes, 25.
Gupta, A. F. (2006). Standard English in the world. In R. Rubdy and M. Saraceni (Eds.), English in the world: Global rules, global roles. London: Continuum.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learner-centred approach. Cambridge: CUP.
Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world. CUP.
Nickerson, C. (2005). English as a lingua franca in international business contexts. English for Specific Purposes, 24.
Olagboyega, K. W. (2007). Varieties of modern English language. Akita University.
Rogerson-Revell, P. (2007). Using English for international business: a European case study. English for Specific Purposes, 26.
Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca. VIEWS,9(1).
Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues. Bristol: Multilingual Matters.
Spichtinger, D. (2000). EIL: a global, a European and an Austrian perspective. VIEWS,10(1).
Widdowson, H.G. (1997). EIL, ESL, EFL: Global issues and local interests. World Englishes,16(1).
Widdowson, H. G. (2003). Defining issues in language teaching. Oxford: OUP.
Widdowson, H.G. (2004). Text, context, pretext. Oxford: Blackwell Publishing.