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"They can achieve their aims without native skills in the field of work or studies": Hungarian students' views on English as lingua franca

100%

Kontra E. H. , Csizer K.

nr 1

135-152

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

O jazycích v roli lingua franca (se zvláštním zřetelem k angličtině)

72%

Sherman T.

tom 95

nr 2

129-140

This article examines the concept of English as a lingua franca (ELF) in the context of lingua franca communication in general, with special emphasis on the contemporary Czech context. It begins by elaborating upon the context of World Englishes, on the basis of which ELF has become the subject of scholarly inquiry. Using examples from recent research, it then provides a brief analysis of the issues which arise in connection with the discussion of ELF in the Czech Republic: 1) the sociolinguistic situation of English in the Czech Republic, and 2) the connection between languages in the role of a lingua franca and metalinguistic behaviour, norms and expectations. It concludes by arguing that the phenomenon of lingua franca communication is a more general one, even applicable to languages such as Czech, and that the description of lingua franca interaction and its utilization in language planning (specifically acquisition planning) should be based on the relevant sociolinguistic theory.