Naslov
Should business students learn about EU language policy and the changing status of English?

Autori
Kabalin Borenić, Višnja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Language Teaching in Increasingly Multilingual Environments Book of Abstracts / Michal B. Paradowski - Varšava : Liber, 2010, 52-52

Skup
LTIME - Language Teaching in Increasingly Multilingual Environments

Mjesto i datum
Varšava, Poljska, 16.09.2010. - 18.09.2010

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
ELF ; business skills ; attitudes ; learning effort ; language policy

Sažetak
The present-day status of English as a lingua franca (ELF) and its role in the growing multilingualism of European societies warrant rethinking language curricula and syllabi. This research study aims to inform foreign language teaching practice in non-philological programmes. Data on students' beliefs about / attitudes to English was collected on a sample of 689 business students using a questionnaire (closed-type and open items) based on Erling. Findings on students' attitudes and beliefs were contrasted with the quantitative data about efforts students reportedly invest into mastering various aspects of language skills and knowledge, such as fluent and grammatically correct speech, terminology, academic and professional writing skills etc. The data was analysed using descriptive statistics and content analysis. Results: The majority of respondents explain the current status of English by globalization processes and believe that all adult Europeans should be able to use English as a lingua franca. They show little concern for national language norms and see English as relatively easy to learn. Over 70% of respondents do not identify with any ENL culture and 55% prefer a culturally neutral to the national varieties, which explains the prevailing perception (85%) of English as a mere tool for professional and intercultural communication. Nevertheless, students report investing the most effort into reading and listening comprehension, paying far less attention to professional writing skills and terminology. These and other inconsistencies between respondents' learning priorities and behaviour give us cause for concern. Not only should teachers address the needs of students who see English as a tool for intercultural professional communication, but they should also help students to align their learning goals and behavior by enhancing their understanding/awareness of linguistic, social and professional issues involved.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA