Some ‘friendly’ confusion: SCOTS and ELF
Some ‘friendly’ confusion: SCOTS and ELF
This article offers a critical response to Anderson and Corbett (2010). We feel that Anderson and Corbett have seriously misrepresented English as a lingua franca research (ELF), as well as presenting potentially confusing information on how to use corpora in classrooms. We address a number of misconceptions about ELF and illustrate how ELF research has been concerned with variation, change and process, rather than attempts to delineate a single variety of English. Furthermore, we reject the claim that ELF is in danger of promoting a simplified ‘unfriendly’ medium of communication and document how ELF studies have focused on interactional, amplified communication. The relevance of SCOTS, or any other corpora, in an unmediated form as an aid to language teaching is also questioned. Lastly, we query both the ‘friendliness’ and relevance of SCOTS in international contexts, particularly given that many of the features identified as ‘friendly’ are not specific to SCOTS.
183-186
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
April 2011
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
Baker, Will and Huettner, Julia
(2011)
Some ‘friendly’ confusion: SCOTS and ELF.
ELT Journal, 65 (2), .
(doi:10.1093/elt/ccr001).
Abstract
This article offers a critical response to Anderson and Corbett (2010). We feel that Anderson and Corbett have seriously misrepresented English as a lingua franca research (ELF), as well as presenting potentially confusing information on how to use corpora in classrooms. We address a number of misconceptions about ELF and illustrate how ELF research has been concerned with variation, change and process, rather than attempts to delineate a single variety of English. Furthermore, we reject the claim that ELF is in danger of promoting a simplified ‘unfriendly’ medium of communication and document how ELF studies have focused on interactional, amplified communication. The relevance of SCOTS, or any other corpora, in an unmediated form as an aid to language teaching is also questioned. Lastly, we query both the ‘friendliness’ and relevance of SCOTS in international contexts, particularly given that many of the features identified as ‘friendly’ are not specific to SCOTS.
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Published date: April 2011
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Local EPrints ID: 180985
URI: http://eprints.soton.ac.uk/id/eprint/180985
ISSN: 0951-0893
PURE UUID: e5cf52ba-7539-4655-8584-6cac93fe6ac3
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Date deposited: 13 Apr 2011 08:53
Last modified: 15 Mar 2024 03:29
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Author:
Julia Huettner
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