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Current Issues For Eil

The document discusses current issues in developing materials for learners of English as an International Language (EIL). It notes that EIL materials need to be different from traditional EFL materials since EIL learners will mainly communicate with other non-native English speakers globally. It outlines the needs and wants of EIL learners, which include understanding non-native speech and writing, interacting effectively with other non-natives, and communicating ideas and feelings. It then discusses ways materials can address these needs, such as using authentic texts and tasks, recordings of spoken interactions between non-natives, and developing intercultural competence for communicating with people from various cultures.

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263 views

Current Issues For Eil

The document discusses current issues in developing materials for learners of English as an International Language (EIL). It notes that EIL materials need to be different from traditional EFL materials since EIL learners will mainly communicate with other non-native English speakers globally. It outlines the needs and wants of EIL learners, which include understanding non-native speech and writing, interacting effectively with other non-natives, and communicating ideas and feelings. It then discusses ways materials can address these needs, such as using authentic texts and tasks, recordings of spoken interactions between non-natives, and developing intercultural competence for communicating with people from various cultures.

Uploaded by

fujiono
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Nurmala Intan

2018630005

Current Issues in the Development of Materials For Learners of


English as an International Language (EIL)

Global EFL courses are used mainly by non-native speakers who will need to
communicate in English with other non-native speakers outside of English speaking areas. To
developed for learners of EIL ,we need to be substantially different from the materials
traditionally used to teach EFL. In order to do so,we will be discussing issues related to
materials for EIL, putting forward and justifying views and outlining the sort of materials .

The Needs and Wants of Learners of English as a Lingua Franca is :

o We can understand what non native speakers said when it is written or spoken
o We can interact effectively with non native speakers
o To communicate their feelings and ideas
o To motivate and Interest in English

Ways in Which Materials Can Cater for the Needs and Wants of Users of English as a
Lingua Franca :

 The Use of Authentic Texts


Here , the users of English as a Lingua Franca need to experience language,
they need to be able to communicate with people from different cultures and
language; they need to establish credibility; they need to be able to express their views
and opinions; they need to be able to conduct transactions; and they need to be able to
make friends and get on well with colleagues. It’s mean means that they need to read
and listen to texts which are authentic in the sense that they relate to the learners
current and future worlds.

 The Use of Authentic Tasks


Authentic tasks which involves the learners in communicating to achieve an
outcome, rather than to practice the language. Authentic tasks can be realistic in the
sense that they replicate in the classroom contexts of communication from outside the
classroom. For example, they could involve scenarios in which company executives
are deciding, which advert should lead the promotion of a new product or in which a
teenage girl is attempting to persuade her new boyfriend to take her out of an
important football match because she feels ill.

 The Use of Spoken Interactions Between Non-native Speakers


Ideally, they need experience of interacting themselves with non-native speakers of
English from different parts of the world. The first need is easily satisfied by
including in the course a library of audio and video recordings of non-native speaker
authentic interactions plus web references to other sources of such interactions, both
in real life and in films and television programmes. Ideally and controversially, these
interactions should not only be between successful users of EIL but also between
interactants struggling to achieve communication.
 Learner Unstructured Interaction
Here they speak only English to each other whenever they met in or outside
the university.

 Pragmatic Awareness Activities


One of the major problems that non-native speakers have when
communicating with native speakers or with other non-native speakers is achieving
pragmatic effectiveness (i.e. achieving the intended effect of their communication).
They might use correct grammatical structures but not achieve the intended effect.
For example, too formal or informal, too direct or indirect. What learners of EIL need
is much more experience of communicating with EIL speakers from different cultures
and far greater awareness of how intended effects can be achieved.

 The Use of Written Texts Produced by Non-native Speakers for Global Readership
Written EIL tends to be closer to native speaker norms, but nevertheless it
varies suffi ciently to pose problems for learners unfamiliar with particular varieties.
Typically in coursebooks, learners only encounter texts written in standard British or
American English. It would really help them if there were also texts taken from
literature, songs, newspapers advertisements, notices, instructions, blogs, tweets, e-
mails and letters written.

 The ‘Teaching’ of Capabilities which are Particularly Important in Achieving


Successful Communication in a Lingua Franca
To teach of capabilities for achieving communication in lingua franca we can
try to watching videos of lingua franca interactions to make discoveries about how
effective communicators achieve accommodation and being given opportunities
themselves to converge towards other non-native speakers when communicating with
them.

 The ‘Teaching’ of Language Items and Features Important for International


Communication
English as an International Language is mainly distinguished from standard
native speaker Englishes by it’s significant functions and required capabilities,there
are some language items and features which are recognisably EIL rather than
Standard English.

 The Development of Inter-Cultural Competence


Most of these publications focus on developing inter-cultural competence in
relation to the cultures associated with the target language and some of them focus on
developing materials to help learners to achieve this goal (e.g., Mason 2010 ;
Troncoso 2010 ). However, in the case of learning English as a lingua franca, it is not
possible to specify the cultures of all the interlocutors the learners are likely to interact
with in the future.

So ,there are many kinds of current issues for development materials for learners of
English as an International Language (EIL) , and we can consider how and what should we
use to make interaction with others , because as we know there are many ways to learn EIL to
make us understanding about what people said which is can be written or spoken.

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