How Do Learners of English Overcome Non-Understanding?: A Sequential Analysis of "English as a Lingua Franca" Interaction
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Although there seems to be no doubt that English as a lingua franca paradigm has affected the focus of English language teaching toward the issue of mutual intelligibility, studies involving only non-native English speakers (NNS-NNS interaction) are still in their infancy. Using a sequential analysis, this study examines how Japanese learners of English communicate with non-native English interlocutors who do not share their L1 background, and analyzes how they overcome non-understanding when a breakdown in communication occurs from the perspective of English as a lingua franca. Data from video-recording and interviews were collected and the interactions in the three groups, including L1 speakers of Japanese, Malay and Chinese, were analyzed. The analysis reveals that ELF users` interactional modifications probably vary depending on the interlocutors and the given context, and also that non-understanding might not be overcome only through a particular modification pattern, but that a few different types of modifications and negotiation of meaning may be needed for a successful communication among the interlocutors. These observations suggest that English as a lingua franca interaction is cooperative and mutually supportive. Based on these findings, raising teachers` awareness of the lingua franca role of English and the need for implementing the training of negotiation skills for a successful communication are also discussed.
Abstract
Although there seems to be no doubt that English as a lingua franca paradigm has affected the focus of English language teaching toward the issue of mutual intelligibility, studies involving only non-native English speakers (NNS-NNS interaction) are still in their infancy. Using a sequential analysis, this study examines how Japanese learners of English communicate with non-native English interlocutors who do not share their L1 background, and analyzes how they overcome non-understanding when a breakdown in communication occurs from the perspective of English as a lingua franca. Data from video-recording and interviews were collected and the interactions in the three groups, including L1 speakers of Japanese, Malay and Chinese, were analyzed. The analysis reveals that ELF users` interactional modifications probably vary depending on the interlocutors and the given context, and also that non-understanding might not be overcome only through a particular modification pattern, but that a few different types of modifications and negotiation of meaning may be needed for a successful communication among the interlocutors. These observations suggest that English as a lingua franca interaction is cooperative and mutually supportive. Based on these findings, raising teachers` awareness of the lingua franca role of English and the need for implementing the training of negotiation skills for a successful communication are also discussed.
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