English as Lingua Franca

2201LHS English as a Global Language
English as Lingua Franca
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2201LHS English as a Global Language
Contents
Introduction...........................................................................................................................................3
Sociolinguistic (Rural verse standard Australian English).....................................................................3
Shapping the attitude.........................................................................................................................4
Nature of Language and the role of ICT............................................................................................5
Lexical Analysis....................................................................................................................................7
Morphological Analysis (Studying words)........................................................................................8
Loan-words from Maori....................................................................................................................9
Conclusion.............................................................................................................................................9
APPENDIX 1......................................................................................................................................11
Video Clip 9 Adopted from (McEvoy, 2015)..................................................................................11
APPENDIX 2......................................................................................................................................11
Australian Accent Speech (adopted from; Hunter, 2019)................................................................11
APPENDIX 3......................................................................................................................................12
News clip (Adopted from; Clennell, 2008)......................................................................................12
REFERENCES....................................................................................................................................13

2201LHS English as a Global Language
Introduction
English as Lingua Franca refers to a language spoken by non-natives. Global English have
variations in functions and geographical differences. In Australia, English is a first language
for many but it is also a second language for natives like the New Zealand Maori’s. Van de
Grifit, Paran, Jansen, & Bloemert (2019) identify pedagogical challenges of understanding
foreign language (FL). Caused by historical factors such as colonialism, EFL accommodates
a cross cultural perspective. Appendix 1 shows an example of the historical influence on
language which affects EFL material. Although this promotes language unity, it also raises
questions about its adoption as a common language for business, academic and official use.
The indigenous people’s language of the distinct community in the region, the Maori
identifies inherent difficulties of speech and written English. EFL challenges include teaching
strategies, student attitude, cross cultural compatibility and effective communication. This
analysis captures the sociolinguistic factors of EFL within the Australian contexts and the
lexical ambiguity that could arise in the embedded in the language. Understanding the native
learner’s attitude investigates the importance of EFL in the global perspective.
Sociolinguistic (Rural verse standard Australian English)
Literary theory is the systematic approach used by students when approaching literature
material (Kirkpatrick, 2014). Students try to derive meaning from written and spoken
language. In literature the meaning of a text becomes correct depending on the language. The
non-standard English forms motivate the learners to communicate. Structuralism in literature
acknowledges the role of human culture in the formation of language. It defines belief
systems hence the relationship with language and its variations (Hultgren, 2016). An analysis
of spoken language or parole highlights sound patterns that differ in speech acts and language
types. In the Maori context some names are common to English. For example EFL in New

2201LHS English as a Global Language
Zealand acknowledges tribal names such as Kiwi, and Maori. Manhire (2018) identifies
Australian diveeristy through phrases that are common in the language including “Te
Karere”. Diversity in a multilingual envioronment requires effective teaching and
communication styles. Language context variables vary therefore linguitics tools support the
pragmatic linguitics. The use of direct strategies is effective in minimizing errors in English.
Effective communication styles enhance a peacful coexitance for the learning environment to
thrive. This involves Strategies which evaluate the native learner’s ideology through a cross
cultural perspecive of the pragmatics (Lenchuk & Ahmed, 2019).
Shapping the attitude
The meaning of language also changes according to the structural paradigm. Walkinshaw
(2016) identifies the ambiguity of social action in EFL to indicate diversions in the
conveyance of meaning. Although focusing on the informal context reinforces the role of
utterances, the description of teasing as a social action is phenomenal. Learners of Australian
English find New Zealanders language because the country has a dual cultural approach
(Manhire, 2018). In Maori EFL language communication needs a pragmatic context. The
construction of language through different syntactic categories shapes the semantic value of a
language. This means that spoken language features such as pauses, coughs and gestures have
meaning. Written and transcribed data displays changes in vocal quality. The usefulness of
‘sound bites’ means the encoding brings out the contextual elements. Transcribing the spoken
data brings out the language attributes. Both the teacher and learner attitude towards the
mother tongue is critical (Marasigan, Hajan, & Castillo, 2019, p, 231). The table below
highlights critical attributes for the learners and the teacher for the best outcome in a learning
process.
Personal Characteristics Learning activity