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  • 1.
    Björkman, Beyza
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    English as a lingua franca in higher education: Implications for EAP2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 22, s. 79-100Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The last decade has brought a number of changes for higher education in continental Europe and elsewhere, a major one being the increasing use of English as a lingua franca (ELF) as the medium of instruction. With this change, RAP is faced with a new group of learners who will need to use it predominantly in ELF settings to communicate with speakers from other first language backgrounds. This overview paper first discusses the changes that have taken place in the field of EAP in terms of student body, followed by an outline of the main findings of research carried out on ELF These changes and the results of recent ELF research have important implications for EAP instruction and testing. It is argued here that EAP needs to be modified accordingly to cater for the needs of this group. These revolve around the two major issues: norms and standards for spoken English and target use. If the aim of EAP instruction and testing is to prepare speakers for academic settings where English is the lingua franca, the findings of ELF research need to be taken into consideration and then integrated into EAP curriculum design and testing, rethinking norms and target use. The norms and standards used by EAP instruction must be based on this realistic English, and educational resources should be deployed more realistically, including the usage of ELF, thereby validating the pluralism of English. This paper argues that any practice that excludes this perspective would be reducing EAP qualitatively and quantitatively.

  • 2.
    Blåsjö, Mona
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    From percentage to prediction: University students meeting a parallel language of visuals and numerals2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 22, s. 123-139Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A less-frequently discussed parallel-linguistic issue is the parallel language of visuals and numerals: the diagrams, tables, models, mathematical signs and different symbols that students have to deal with in their reading and writing. Texts are multimodal, that is they are constructed with visual objects and different sign systems as well as writing. For new students, it can be difficult to grasp how visuals and numerals can have different meanings in different contexts, such as academic disciplines. For teachers, the disciplinary use of the visuals and numerals is often so ingrained that they may have difficulty seeing the problems that students face. Drawing on the theoretical framework of social semiotics and the neo-Vygotskian perspective, this article shows how new students of economics in Sweden encounter a multimodal academic literacy. The article also discusses some of the difficulties relating to this situation and arguesfor a raised awareness among teachers in order to scaffold students intoacademic, visual literacies.

  • 3.
    Garcia-Yeste, Miguel
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Press advertisements for food in Spain: Cultural orientations and communicative style2013Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 26, s. 195-215Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates the impact of cultural values on the design and communicative style of Spanish graphic advertising for food and beverages. More specifically, the influence of Hall's (1976: 101) context dependence and Hofstede's (1994: 51) individualism index is surveyed. Gnillen-Nieto's (2009) table of hypothetical correlations between culture and communicative style is adapted for the analysis of 100 Spanish advertisements at the macro- and microlinguistic levels. The study is organised in two stages: (i) a qualitative examination of the communicative strategies found in the sample; and (ii) a quantitative analysis of the previous findings in order to identify significant patterns statistically. The findings indicate that context dependence and the individualism index can be traced in the texts in relation to the verbal and nonverbal elements, the explicitness of the communicative style and the purpose of the message. A set of multimodal communicative strategies is offered at the end of the paper aimed at advertising professionals and students as well as TSP practitioners.

  • 4.
    Garcia-Yeste, Miguel
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Press advertisements for food in Spain: cultural orientations and communicative styleInngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper aims to explore the influence of cultural values on the design and communicative style of Spanish graphic advertising for food and beverages, particularly in relation to Hall’s context dependence (1976: 101) and Hofstede’s individualism index (1994: 51). Thus, Guillén-Nieto’s (2009: 49-50) table of hypothetical correlations between culture and communicative style is adapted for the analysis of 100 Spanish advertisements at the macro- and microlinguistic levels. This research also tries to draw connections between the texts’ communicative style and the Spanish cultural values and orientations, as identified by previous studies. The study is organised in two stages: (a) a qualitative examination of the communicative strategies found in the sample; and (b) a quantitative analysis of the previous findings in order to identify statistically significant patterns. The results highlight the relevance of certain cultural values and orientations in the design of press advertising in Spain; the language-specific behaviour associated with context dependence and the individualism index is visible in the sample in relation to the use of verbal and non-verbal elements, the explicitness of the communicative style and the purpose of the message. A set of multimodal communicative strategies is offered at the end of the paper aimed at advertising professionals and students, and ESP practitioners.

  • 5.
    Kuteeva, Maria
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    From contrastive rhetoric to English as a lingua franca: An interview with Anna Mauranen2012Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, Vol. 24, s. 283-292Artikkel i tidsskrift (Annet vitenskapelig)
  • 6.
    Kuteeva, Maria
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Teaching and learning in English in parallel-language and ELF settings: Debates, concerns and realities in higher education2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, Vol. 22, s. 5-12Artikkel, forskningsoversikt (Fagfellevurdert)
  • 7.
    Mezek, Spela
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Academic Writing in a Global Context: the Politics and Practices of Publishing in English, by T. Lillis and M. J. Curry2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, Vol. 22, nr Fall, s. 179-198Artikkel, omtale (Fagfellevurdert)
  • 8.
    Negretti, Raffaella
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Mapping academic values in the disciplines : a corpus-based approach / by Davide Simone Giannoni2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, Vol. 22, s. 194-197Artikkel, omtale (Fagfellevurdert)
  • 9.
    Pecorari, Diane
    et al.
    Mälardalens högskola .
    Shaw, Philip
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Irvine, Aileen
    University of Edinburgh .
    Malmström, Hans
    Chalmers .
    English for Academic Purposes at Swedish universities: Teachers’ objectives and practices2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 22, s. 55-78Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of Englishlanguage textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction between incidental learning and explicit aims, and course aims which remain implicit make rational planning and constructive alignment more difficult. They also inhibit discussion of appropriate methodology.

  • 10.
    Shaw, Philip
    et al.
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    McMillion, Alan
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Components of success in academic reading tasks for Swedish students2011Inngår i: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, nr 22, s. 141-162.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In a parallel-language environment students are often required to read in a language different from the one they use in lectures, seminars, and among themselves. Relatively little research has been done on the overall reading success of such groups or on the componential make up of their L2 reading skills. This paper compares the English-language reading skills of Swedish students of biology with that of equivalent British biology students. Many Swedish readers perform within or above the normal British range on the study-reading test, but the overall average score of this sample of Swedish readers was considerably lower than that of the British sample. For the Swedes study-reading success correlates significantly with vocabulary knowledge, inferencing and newspaper reading, and at a lower level for word recognition speed. For the British informants the pattern is similar, but with no significant correlation for word-recognition speed. Multiple regression analyses show that academic vocabulary knowledge test scores can account for nearly half the variance in study-reading scores and newspaper reading test scores for about ten percent more. For the British informants the same pattern emerged, but the contributions of vocabulary knowledge was considerably greater and that of newspaper skimming rather less.

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