What does it mean to us as trainers?

The answer to this lies in our learners – what is it that they actually want from us? Is our primary role to help our learners learn English in the traditional sense, or is it to help them communicate in their business context? Clearly one of our tasks is to help our learners decide what is appropriate in any given context, and what isn’t, but this is too simplistic. For an ELF teacher BELF research suggests a pedagogic approach which has:

1. A much greater emphasis on needs analysis. People who use BELF work in very specific contexts and use very specific lexis, genres etc. Understanding this is key.

2. More listening to / analyzing of real BELF conversations, ideally with the learner as one of the interlocutors.

3. Materials which focus on relevant spoken genres (e.g. meetings, small talk) and written genres (e.g. emails / contracts etc), and not interviews or articles from newspapers and the internet. And content which resembles BELF interaction, not native speaker (NS) interaction, and is based on BELF corpora, not NS.

4. Tasks which do not focus so much on lexis and structures and more on why particular interactions are effective or ineffective, and strategies to deal with such situations.

5. Less focus on the trainer as the provider of the “model” and the arbiter as to what might be successful communication, and more focus on input from the target community of practice and other BELF users.

6. Tests which do not focus on form but on effectiveness.

Seidlhofer, Breiteneder, and Pitzl (2006) finish their discussion on ELF in Europe and the associated challenges for applied linguistics with this comment: “Uncoupling any language from its native speakers is, of course, a challenging idea that will require a considerable effort of adjustment of attitudes and long-established concepts of just what a language is.”

Perhaps this is the crux of what BELF is really about.

EXPLICATION OF KEY FACTS AND IDEAS GIVEN IN THE TEXT, SELECTING KEY WORDS, ABSTRACT WRITING

Instruction:Below are the guidelines for abstract writing continued. This is an adaptation of several texts placed in the Internet without copyright limitations. You are sure to realize that to write a good abstract you will have to gain experience of using all steps recommended in this unit. Your abstract must be in the right format to meet necessary requirements. On following the given steps and writing a good abstract your purpose is not only to acquire the standard guidelines along which an abstract is written but also to get ready to discuss abstract writing skills in class.

<== попередня сторінка	\|	наступна сторінка ==>
Should English be the lingua franca in international companies?	\|	The steps for writing a good abstract

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