©2006 richard watson todd what model to use in teaching english for international communication?...

©2006 Richard Watson Todd

What model to use in What model to use in teaching English for teaching English for

International International Communication?Communication?

Richard Watson ToddRichard Watson ToddKing Mongkut's University of Technology King Mongkut's University of Technology

ThonburiThonburi


Some statistics about English Some statistics about English useuse

Approximately 1.5 billion people speak Approximately 1.5 billion people speak English reasonably fluentlyEnglish reasonably fluently

English is taught as the main foreign English is taught as the main foreign language in most countrieslanguage in most countries

Over 1 billion people are learning Over 1 billion people are learning EnglishEnglish


Who uses English with who?Who uses English with who?

Tourism in Thailand: Tourism in Thailand: - International tourist arrivals January September - International tourist arrivals January September

2001:2001: About 5 0 % of tourists are from East Asia About 5 0 % of tourists are from East Asia 18Another %ar e f r omAsean count r i es 18Another %ar e f r omAsean count r i es 27% are from Europe, the Americas and Austral 27% are from Europe, the Americas and Austral

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Why have a model?Why have a model?

Latin was the lingua franca of the Latin was the lingua franca of the Roman EmpireRoman Empire

Now Latin has evolved into e.g. Now Latin has evolved into e.g. Portuguese, French, Italian, RomanianPortuguese, French, Italian, Romanian

These are largely mutually unintelligibleThese are largely mutually unintelligible


Why have a model?Why have a model?

Will English retain its mutual Will English retain its mutual intelligibility?intelligibility?

Need a model as a reference point for Need a model as a reference point for intelligibilityintelligibility


What model to use?What model to use?

British EnglishBritish English American EnglishAmerican English International EnglishInternational English


Aspects of language examinedAspects of language examined

GrammarGrammar VocabularyVocabulary SpellingSpelling PronunciationPronunciation


GrammarGrammar

British v. American English:British v. American English: frequency of use of past perfectfrequency of use of past perfect have got v. havehave got v. have

International varieties:International varieties: frequent 'unusual' tense choices e.g. frequent 'unusual' tense choices e.g.

Indian EnglishIndian English


VocabularyVocabulary

British v. American English:British v. American English: tap v. faucettap v. faucet bonnet v. hoodbonnet v. hood pavement v. sidewalkpavement v. sidewalk

International varieties:International varieties: many examples of distinctive vocabulary many examples of distinctive vocabulary

in many international varietiesin many international varieties


SpellingSpelling

British v. American English:British v. American English: colour v. colorcolour v. color organise v. organizeorganise v. organize travelling v. travelingtravelling v. traveling

International varieties generally follow International varieties generally follow either UK or USeither UK or US


PronunciationPronunciation

British v. American English: British v. American English: oreganooregano Within British and American English Within British and American English e.g. How does Alan Shearer say "an away e.g. How does Alan Shearer say "an away

game"?game"? International varieties: International varieties: very noticeable differences between varie very noticeable differences between varie

ties leading to potential mutual unintelligi ties leading to potential mutual unintelligibilitybility


Models to useModels to use

Grammar: any modelGrammar: any model Vocabulary: British EnglishVocabulary: British English Spelling: American EnglishSpelling: American English Pronunciation: selection of varieties of Pronunciation: selection of varieties of

International EnglishInternational English

BUT differences between varieties of BUT differences between varieties of international English mean that most international English mean that most varieties should be covered for all aspects of varieties should be covered for all aspects of languagelanguage


Using International English as a Using International English as a modelmodel

Thai teachers or other non-native Thai teachers or other non-native speakers (with reasonable competence) speakers (with reasonable competence) are valid models in teaching English for are valid models in teaching English for International CommunicationInternational Communication

need to raise students' awareness of need to raise students' awareness of differences between the varieties of differences between the varieties of International EnglishInternational English


Answers to the handoutAnswers to the handout

1. Singaporean1. Singaporean 2. Irish2. Irish 3. Indian3. Indian 4. Brunei4. Brunei 5. Singapore5. Singapore 6. Brunei6. Brunei 7. Indian7. Indian 8. Irish8. Irish 9. Indian9. Indian 10. Irish10. Irish


Key points regarding the Key points regarding the handout:handout:

Only covers grammar and vocabulary. Only covers grammar and vocabulary. Need to also treat spelling, Need to also treat spelling, pronunciation, pragmatics, discourse pronunciation, pragmatics, discourse etc.etc.

There is a range of intelligibility in the There is a range of intelligibility in the sentences depending on their match sentences depending on their match with global normswith global norms


Key points regarding the Key points regarding the handout:handout:

Need to consider initial intelligibility in Need to consider initial intelligibility in deciding whether to use a feature as a deciding whether to use a feature as a focus (e.g. no. 5)focus (e.g. no. 5)

Only covers 4 varieties. Need to cover Only covers 4 varieties. Need to cover as many varieties as students are likely as many varieties as students are likely to come into contact with.to come into contact with.

Includes varieties considered to be Includes varieties considered to be native speaker varietiesnative speaker varieties


Recommendations for teaching Recommendations for teaching English for International English for International CommunicationCommunication

The model used can be any generally The model used can be any generally intelligible variety of English (no need intelligible variety of English (no need for NS teachers)for NS teachers)

Exposure to a wide range of pertinent Exposure to a wide range of pertinent varieties, especially for pronunciation, is varieties, especially for pronunciation, is neededneeded


Recommendations for teaching Recommendations for teaching English for International English for International CommunicationCommunication

Efforts should be made to raise Efforts should be made to raise students' awareness of differences students' awareness of differences between the model used and the between the model used and the relevant varieties of Englishrelevant varieties of English

For practical purposes, there may be For practical purposes, there may be times when a British or American model times when a British or American model is usedis used

©2006 richard watson todd what model to use in teaching english for international communication?...

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