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acaDemic writing and the semanticization of thought Peter Grundy Durham University UK English as a lingua franca is a language of secondary socialization a means of wider communication to conduct transactions outside ID: 556136

huh language english native language huh native english jean newton hall bell texts teaching speaker speakers writing teacher lady

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Slide1

ELF, aca:Demic writing, and the semanticization of thought

Peter Grundy, Durham University, UKSlide2

English as a lingua franca is a language of

secondary socialization, a means of wider communication to conduct transactions outside one’s primary social space and speech

community. Seidlhofer (2011) Understanding English as a Lingua Franca

, p.86Slide3

Even though many Chinese spoke English with ease and fluency, they would not negotiate in it,

believing that it put them at a disadvantage in relation to Europeans. In pidgin they reposed far greater trust, for the grammar was the same as that of Cantonese, while the words were mainly English, Portuguese and Hindustani – and

such being the case, everyone who spoke thejargon was at an equal disadvantage, which was considered a great benefit to all.

Amitav Ghosh (2011)

River of Smoke

, p.183Slide4

ELF, aca:Demic writing, and the semanticization of thought

Peter Grundy, Durham University, UKSlide5

Sie

sprechen aber

sehrgut Deutsch

He spoke very good CzechSlide6
Slide7
Slide8

English: I don’t drink or smoke

Language use, just like other forms of social behaviour, is interpreted by the actors involved. In the realm of social life in general, more or less coherent patterns of meaning which are felt to be so commonsensical that they are no longer questioned, thus feeding into taken-for-granted interpretations of activities and events, are usually called ideologies. (Verscheuren

, 2000:450).Slide9

MSC: Do not smoke, do not drink alcohol

Utterance-type-meaning .. is a level of systematic pragmatic inference based not on direct computations about speaker-intentions but rather on general expectations about how language is normally used. These expectations give rise to presumptions, default inferences, about both content and force. (Levinson, 2000:22).Slide10

I don’t drink or smoke

Do not smoke, do not drink alcohol

I-inference (Br. Eng.): the speaker doesn’t drink alcohol

M-inference: (Br. Eng.) the speaker thinks well of them-selves in this regardSlide11

pragmatics has been something of a poor relation in the literature

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean Bell

C: Jean <Bell >H: <but the>

old lady at Chester-le-Street (..) I think I said to you bad chest (.) uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@C:

I >-think-she-will-go- to-her

C: ahSlide12

This despite the indexical reflection of context together with the way in which this is signalled metapragma-tically

being notable properties of spoken language and despite the fact that it’s relatively easy to demonstrate that ELF interactions construct contexts that reflect the nature of the intercultural communication events that constitute them.

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean <Bell >

H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.) uh-huh uh-huh uh-huh=C: =oh yes=

J: =yes @laughs@

I >-think-she-will-go- to-her

C: ahSlide13

metalinguistic no

; distal that; ?metonymy?

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean Bell

C: Jean <Bell >H: <but the>

old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=

C: =oh yes=

J: =yes @laughs@

I >-think-she-will-go- to-her

C: ahSlide14

echo + metalinguistic yeah

H: no (.) that's Newton HallC: Newton Hall (.) yeah

H: that's Jean BellC: Jean <Bell >H: <but the

> old lady at Chester-le-Street (..) I think I said to you bad chest (.) uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@

I >-think-she-will-go- to-her

C: ahSlide15

distal that

with contrastive effect; ellipticalH: no (.) that's Newton Hall

C: Newton Hall (.) yeahH: that's Jean BellC: Jean <Bell >

H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.) uh-huh uh-huh uh-huh=C: =oh yes=

J: =yes @laughs@

I >-think-she-will-go- to-her

C: ahSlide16

echo

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC:

Jean <Bell >H: <but the>

old lady at Chester-le-Street (..) I think I said to you bad chest (.) uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@C: <

I >-think-she-will-go- to-her

C: ahSlide17

metasequential

but re-establishing relevant topic;H: no (.) that's Newton Hall

C: Newton Hall (.) yeahH: that's Jean BellC: Jean <Bell >

H: <but the> old lady

at Chester-le-Street (..) I

think I said to you bad

chest (.)

uh-huh uh-huh

uh-huh=

C: =oh yes=

J: =yes @laughs@

I >-think-she-will-go- to-her

C: ah

topic marker

(..)

+ hedged evidential

I think I said to you

;

pidgin register: elliptical;

reference modifier; (hence the) demonstrationSlide18

?response to evidential

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean

<Bell >H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@C:

I >-think-she-will-go- to-her

C: ahSlide19

?response to demonstration (as @inappropriate@)?

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean

<Bell >H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@C:

I >-think-she-will-go- to-her

C: ahSlide20

marks recognition of topic completion

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean

<Bell >H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=C: =oh yes=J: =yes @laughs@C: <

I >-think-she-will-go- to-her

C: ahSlide21

hedged comment oriented to J's NNS status

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean

<Bell >H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=C: =oh yes=J: =yes <laughs>C: <ah

I >-think-she-will-go-

to-her

C: ahSlide22

marks recognition of comment completion

H: no (.) that's Newton HallC: Newton Hall (.) yeahH: that's Jean BellC: Jean

<Bell >H: <but the> old lady at Chester-le-Street (..) I think I said to you bad chest (.)

uh-huh uh-huh uh-huh=C: =oh yes=J: =yes <laughs>C: <ah

I >-think-she-will-go- to-her

ahSlide23

I .. prefer to think of ELF as

any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option.

Seidlhofer (2011) Understanding English as a Lingua Franca

, p.7Slide24

Although the metapragmatic and

metasequential features of writing resemble those of spoken interaction and, as in talk, function as constraints on interpretation, writing is not interactive in the way that talk is.Slide25

Their (sociolinguists’) identification of varieties

is also inevitably based to some extent on idealization and the assumption of homogeneity. There are no varieties until linguists circumscribe them as ideal stable entities.. This

convenient fiction divides up the language continuum and reifies languages and language varieties as separate entities or bounded units.

Seidlhofer (2011) Understanding English as a Lingua Franca, p.72Slide26

which is codified and standardized

about the effective doing of which there is broad agreement

which may be 'corrected' by others when deficientwhich involves a process of recursive drafting as writers attempt to satisfy standard ways of conveying the meanings they have in mind

Writing is a public representationSlide27

But it is not a matter of native speakers

generously conceding the right of non-native speakers to use and adapt the language as they think fit. Adaptation naturally happens as a consequence of the very process of

appropriation. So English could not actually function as an international language at all if it were simply adopted rather than adapted.

Seidlhofer (2011) Understanding English as a Lingua Franca, p.66Slide28

which presupposes agreed ways of putting things across a wide community of language users

in which it is expected that expert writers will set out to teach apprentice writers to understand genres, the institutional nature of writing and the power of the discourse community which determines whether a written text has readers

Writing is a public representationSlide29

We need to be able to refer to a construct that

can accommodate the dynamic and fluid character of ELF while also accounting for what its realizations across the globe, despite all their diversity, have in common: the underlying

encoding possibilities that speakers make use of. It is these possibilities that we can (speculatively) call virtual language.

Seidlhofer (2011) Understanding English as a Lingua Franca, p.111Slide30

ELF users exploit the possibilities of the virtual

language to their own ends.. What we see in ELFusage is the exploitation of encoding possibilities to produce linguistic forms that are functionally appropriate and effective.

Seidlhofer (2011) Understanding English as a Lingua Franca

, p.120Slide31

The crucial point is that classrooms have to

provide opportunities for learners to develop a capability in English that will enable them to make adaptive and actual use of the virtual language.

Seidlhofer (2011) Understanding English as a Lingua Franca

, p.196Slide32

The expression of experience in linguistic terms

constitutes thinking for speaking – a special

form of thought that is mobilized for communication.. “Thinking for speaking”

involves picking those characteristics of objects and events that (a) fit some conceptualization of the event, and (b) are readily

encodable

in the

language.

Slobin

(1996) From “thought and language” to “thinking for speaking”, p.76Slide33

Distinctions of aspect, definiteness, voice, and

the like, are, par excellence, distinctions that can

only be learned through language, and have no other use except to be expressed in language.

They are not categories of thought in general, but categories of thinking for speaking.

Slobin

(1996) From “thought and language” to “thinking for speaking”, p.91Slide34

Seidlhofer and Slobin

Virtual languageThinking for speaking

the underlyingencoding possibilities that speakers make

use of .. that will enable them to make adaptive and actual use of the virtual

language.

picking those

characteristics of

objects and events that

(a) fit some

conceptualization of

the event, and (b) are

readily

encodable

the language.Slide35

The notion of adaptation is also problematic since varieties of writing represent agreed and, therefore, reified, and to some degree decontextualized

, ways of mediating content that are recognized by discourse communities such as the academy who constitute their expectablereaderships. Slide36

These mediations make use of language specific default affordances that are not only syntactic but also pragmatic and represent ‘thinking for speaking’ categories (Slobin

1996) rather than the abstract concept of ‘virtual English’ (Seidlhofer 2011:120) that ELF users appropriate for their own purposes.Slide37

Slobin and virtual language

Any utterance is a selective schematization of a concept – a schematization that is, in some way, dependent on the

grammaticalized meanings of the speaker’s particular language (1996:75-6)

The ‘bare past’ in

Hong Kong English:

Last bus had departed

This section of the platform had been cordoned off

Sorry we were closed

(Grundy & Jiang, 2001)Slide38

Thinking for speaking and thinking for writing

If an utterance is ‘a selective schematization of a concept – a schematization that is, in some way, dependent on the grammaticalized meanings of the speaker’s particular language’, is a written

text constrained to the extent that some thoughtsare more readily expressed in the written code? And do different cultural groups favour different pragmatic modulations?Slide39

Selective schematizations in a letter to bank customers

EnglishMSC

To enable the Bank to implement this initiative, the standard terms and conditions of the accounts you hold with ___ Bank or

its subsidiaries will be changed accordingly.To go hand in hand with our

Bank’s implementation of

the above measure, the

standard terms and

regulations of the different

accounts of the respected

customer with the ___ Bank

or our Bank’s subsidiary

organizations will need to

be slightly revised.

Small PD

More direct mode of communication (positive politeness)

(Grundy, 1998)

Large PD

More indirect mode of communication (negative politeness)

NominalizationSlide40

Selective schematizations in a letter to academics

EnglishMSC

As you are aware, two recent disasters in China – the terrifying blast in Hunan and the disastrous earthquake in Yunnan –

have claimed the lives of hundreds, leaving tens of thousands of victims desperately in need of help.

I think you all know that

recently Chinese

compatriots in Hunan

province and

Shaoyang

municipality of Yunnan

province have suffered

severe casualties as a result

of the earthquake and blast

accidents respectively.

MSC text encodes larger P in being more indirectly directive and smaller D in being more verbal

(Grundy, 1998)Slide41

Selective schematizations in an advertisement for life insurance

Cheng and Grundy, 2007Slide42

Prediction

EffectDataInstitutional writing will encode default assumptions about power / distance differentials

MSC texts will exhibit greater encoding of power / distance than E texts

MSC: Perhaps you

-polite

poss.

son daughter still young

even

you-

polite pl

have just small baby (Perhaps your children are still young, or you’ve even just had a baby)

E: Perhaps your children are still very young or you’ve just had your first baby

ConfirmedSlide43

Prediction

EffectDataIndividualistic cultures will favour

implicature because the hearer is free to interpret the form that serves as input

E texts will be positioned nearer the implicature pole: MSC texts nearer the propositional meaning pole

MSC:

but

household-thing

price continuous up-rise / save

money

for

small child

provide book teach knowledge / really burden not light (but the cost of living is continually rising and saving money for the education of your child is certainly not a light burden)

E: But with rising costs, saving for that education can also be one of your greatest responsibilities

Broadly confirmedSlide44

Prediction

EffectDataMore hierarchically ordered societies will favour negative politeness

MSC texts will favour negative politeness; E texts will favour positive politeness

MSC: if have doubt-question (If you have any doubts)

Not sure

MSC: Manulife

happy-willing for you-

polite

serve

(Manulife will be happy to serve you)

We can help

…

Broadly confirmedSlide45

Prediction

EffectCultures will show their orientation to ingroup/

outgroup distinctions through direct encoding and in the use of person deixis

Exclusive deictics will be relatively favoured in MSC texts and inclusive deictics

relatively favoured in E texts

Possibly confirmed but unsuitable dataSlide46

Prediction

EffectOrderly and hierarchical cultures will favour presupposition since it reflects the extent to which mutually held beliefs are shared

Presupposition will be relatively favoured in MSC texts

No significant difference between textsSlide47

Prediction

EffectOrderly cultures will favour in-text references to other parts of the text

Discourse deixis will be relatively favoured in MSC texts

Not confirmed: if anything, the opposite is the caseSlide48

Prediction

EffectOrderly cultures will favour nominal style

Nominal style will be relatively favoured in MSC texts; verbal style in English texts

Not confirmed: English texts are more nominalSlide49

Broad results:

the deictic

(indexical) and inferential affordances of the of the two languages appear to differ

the propositional and discourse deictic affordances are not significantly differentSlide50

But does this demonstrate..

only that different social contexts are encoded in the texts?

or that different characteristics of the social event can be more readily encoded in the different pragmatic affordances of the two languages?Slide51

Academic writing: selective schematizations or adaptation?

Cheng and Grundy, 2007Slide52

Two questions that arise in the context of academia is whether literacy-oriented native authored and Chinese authored English parallel texts replicate this finding and whether they also differ in other pragmatic respects.

The issue of ownership: Between the poles of Quotation and Plagiarism, we have to bear in mind the question of

Voice / Footing: e.g., ‘What are we to say to the teacher who says, I have that many years of teaching experience and I don’t need no development?’Slide53

Participants: two native Chinese writers and one native English writer faced with the same academic writing task in English who chose the same two topics, followed broadly similar rhetorical strategies and whose work was graded in the same band.Slide54

The task: Imagine you have been asked to put together a guide for newly qualified teachers. Formulate 4 or 5 methodology statements, such as

Language is more learnable than teachable, and provide an explanation for each of them addressed to your apprentice teacher audience. (1,000 words).Slide55

The data: the

recommendation sentences in the four selected textsSlide56

The participants’ rhetorical strategies

E t1

C2E t2

The existing situation explained

general



particular/present



developing



+ exemplification



+evaluation



The resulting argument



Existing solutions



New

ecommendation(s)

own







other provided



Outcome(s)

Slide57

The participants’ methodology statement headings

C1Pay more attention to L2 users rather than the native speakers in the process of language teaching

E t1Native speaker pronunciation is not a valid aim

C2Teachers shouldn’t be

limited by unique method, but to overlap dynamic methods and apply proper methods in particular situation in their English teaching classroom

E t2

Do not be afraid to experiment with or vary your teaching methodsSlide58

The participants’ recommendations

C1Heading: Pay more attention to L2 users rather than the native speakers in the process of language teaching

Therefore more attention should be paid to L2 users rather than native speakers in the process of language teaching. It should be noticed that even the native speakers have various accents, why are non-native speakers’ accents unacceptable? .. Based on these reasons, it can be seen that more dialogues between non-native speakers should be presented in the ELT classroom. Slide59

The participants’ recommendations

E t1Heading: Native speaker pronunciation is not a valid aim

However, the most important point for teachers is to focus more on fluency when teaching the language to the students, rather than aiming for them to pronounce their words like a native speaker. If the student has a desire to pronounce like a native speaker, then perhaps this is something they can work on in their own time. For

the most part, the role of the teacher is to facilitate the student’s language learning and ensure that they are intelligible, before attempting to make the L2 student ‘sound’ like an L1 speaker. Slide60

The participants’ recommendations

C2Heading: Teachers shouldn’t be limited by unique method, but to overlap dynamic methods and apply proper methods in particular situation in their English teaching classroom

In conclusion, due to the complexity of the language teaching classroom and teacher’s own concept and experience, only one method would fail to deal with every situation, so, teachers should learn to use different methods in different particular teaching context. Slide61

The participants’ recommendations

E t2Heading: Do not be afraid to experiment with or vary your teaching methods

So exactly what changes can be made to the curriculum and what is to be done? Over 20 years ago David Nunan himself noticed how the

search for one right method ought to be discarded and that teachers be supported to ‘Develop, select or adapt tasks which are appropriate in terms of goals, input, activities, roles and settings, and difficulty’ (1987:2, quoted in Kumaravadivelu, 2002). Alterations to a syllabus or task should be made in the best interests of the student, not the teacher.Slide62

indexicality

Therefore more attention should be paid to L2 users rather

than [the] native speakers in the process of language teaching.

It should be noticed

that

even

the

native speakers have various accents,

why are

non-native speakers’ accents

unacceptable?

Based on these reasons

it can be seen that

more dialogues between non-native speakers

should be presented

in the ELT classroom

more att

should be paid to

rather

than

deference

negative politeness

explicit

implicit

GenitiveSlide63

Therefore more attention should be paid to L2 users rather than

[the] native speakers in the process of language teaching. It should be noticed that

even the native speakers have various accents, why are non-native speakers’ accents unacceptable? ..

Based on these reasons

it can be seen that

more dialogues between non-native speakers

should be presented

in the ELT classroom

more att

should be paid to

rather

than

Pay more att

to x than y

– invites I-inference

Pay att

to x rather than y

–

invites I-inference

Pay more att

to x (rather) than (to) y

–

invites

M-inferenceSlide64

E t1

However, the most important point for teachers is to focus more on fluency when teaching the language to the

students, rather than aiming for them to pronounce their words

like a native speaker. If the student has a desire to pronounce like a native speaker, then perhaps

this is something they can work on

in their own time.

For

the most part

the ro

of the te

acher

is to

facilitate

the student’s language learning

and ensure that they are intelligible, before attempting to make the L2 student

‘

sound

’

like an L1 speaker.

indexicality

hedge

explicit

implicit

presupposition

the role of the teacher is to (a) and (b)

ocus more

on fluency rather than

aiming for

enitivesSlide65

E t1

However, the most important point for teachers is to focus more on fluency when teaching the language to the

students, rather than aiming for them to pronounce their words

like a native speaker. If the student has a desire to pronounce like a native speaker, then perhaps

this is something they can work on

in their own time.

For

the most part

the role of the teacher

is to

facilitate the

student’s language learning and ensure that they are intelligible, before attempting to make the L2 student

‘

sound

’

like an L1 speaker.

the role of the teacher is to (a) and (b)

the role of the teacher is to (a) and (b

)

the role/s of the teacher is/are to (a) and to (b)

- I-inferences:

(a) and (b) are

aren’t same

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