Expressing Disagreement in ELF Business Negotiations: Theory and Practice

Bjørge, Anne Kari

doi:10.1093/applin/ams015

Cited by 32 publications

(20 citation statements)

References 20 publications

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“…In recent years researchers have argued that the hybrid and fluid nature of ELF makes it undesirable to teach one fixed cultural model, and that English learners are "shuttling between communities" (Canagarajah 2005: xxvi), between the local and the global, where a variety of norms and a repertoire of codes are to be expected. BELF research (Bjørge 2012;Ehrenreich 2010;Louhiala-Salminen 2002) has also highlighted the need for a more pragmatic approach to ELF education and Louhiala-Salminen et al (2005) also highlight the need for flexibility of ELF interaction in the business community.…”

Section: Resultsmentioning

confidence: 99%

“…She notes that BELF skills can be developed through exposure and communication with members of this community, and also through language training provided by the company. In another study, Bjørge (2012) concludes that business communication coaches need to draw the students' attention to the appropriate use of mitigation strategies. Kankaanranta and Planken (2010) have also suggested that while BELF may have been a term originally developed to refer to NNESs' English usage, it could be argued that in today's global business it should be part of all internationally operating business professionals' competence, including NESs who also require training.…”

Section: Business English As a Lingua Francamentioning

confidence: 99%

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“They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan

Galloway

Rose

2013

Journal of English as a Lingua Franca

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This study examines attitudes in a bilingual business degree program at a Japanese university, where visiting senior and postgraduate international students are hired to assist sophomore students in the classroom. The visiting international students' role is to not only help students understand business concepts in the course, but to provide opportunity for real life English as a Lingua Franca (ELF) use as well as exposure to the English used by people from varied backgrounds. The study uses a mixed method of questionnaires with 120 students within the program, a focus group with the assistants, and a focus group with the course instructors. The study found that both the students and student assistants had largely positive attitudes to this classroom experience -both in terms of exposure to the diversity of English and the opportunity to use ELF. Furthermore, the study revealed students were acutely aware of their probable future usage of English in lingua franca settings -despite teachers' assumptions that the students would adhere to traditional native English speaker stereotypes, which are often promoted in Japanese language education.

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Section: Resultsmentioning

confidence: 99%

Section: Business English As a Lingua Francamentioning

confidence: 99%

“They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan

Galloway

Rose

2013

Journal of English as a Lingua Franca

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“…These include practices such as making confirmation and clarification requests (Cogo and Dewey, 2012;Kaur, 2009;Mauranen, 2006), repeating (Björkman, 2011;Cogo, 2009;House, 2003;Lichtkoppler, 2007), rephrasing (Mauranen, 2007), using repairs (Kaur, 2011), continuers or agreement tokens (Björkman, 2011;Kordon, 2006;Meierkord, 2000), utterance completion (Kalocsai, 2011;Meierkord, 2000), ''non-standard'' idiomatic expressions (Seidlhofer, 2011), codeswitching (Cogo, 2009) and overlapping (Cogo and Dewey, 2012;Meierkord, 2000;Wolfartsberger, 2011). The findings highlight ''consensus-oriented, cooperative, and mutually supportive'' nature of ELF (Seidlhofer, 2001:143) although there exist situational variations in their language use (see e.g., Bjørge, 2012;House, 2002;Jenks, 2012;Knapp, 2002).…”

Section: Introductionmentioning

confidence: 82%

An analysis overlapping questions in casual ELF conversation: Cooperative or competitive contribution

Konakahara

2015

Journal of Pragmatics

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“…Pullin Stark's (2010) study of power, solidarity, and humour in ELF business meetings draws on more formal and asymmetrical exchanges but makes a similar point: Disputes are inevitable among ELF speakers because they are human and therefore do not always prioritise cooperation and consensus -particularly when contesting power. Another study of business ELF by Bjørge (2012) demonstrated that in certain interactional domains (i.e., negotiation) interactional goals may be prioritised over consensus. But Bjørge did note a preference for mainstream (rather than face-threatening or face-attacking) language and reluctance to challenge opponents directly.…”

Section: Interpersonal Pragmatics In English As a Lingua Francamentioning

confidence: 99%

Mutual face preservation among Asian speakers of English as a Lingua Franca

Walkinshaw¹,

Kirkpatrick²

2014

Journal of English as a Lingua Franca

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This study identifies strategies used by speakers of ELF from AsiaPacific countries for managing rapport in response to potentially facethreatening utterances in informal, non-hierarchical situations. The analysis, which draws on the Asian Corpus of English (ACE), reveals numerous points of contact with existing studies of English as a lingua franca. Potentially facethreatening utterances were usually -though not always -countered with a move to normalise the flow of conversation and maintain interactional rapport. There was also a preference for safe topics and an avoidance of potentially sensitive ones. Humour and laughter were frequently employed, possibly to signal equanimity with interlocutors. Yet two communicative strategies emerged which appeared to depart from the general pattern of rapport preservation. The first was mock impoliteness, which was possibly employed to signal solidarity with recipients but which risks evaluation as impolite regardless of intentionality. The second was bald on-record contradiction of or counterclaim against potentially face-threatening propositions or assessments. We theorise that these were delivered on-record to facilitate lingua franca communication: speakers avoided using complex or idiomatic language to ensure addressee comprehension, while recipients refrained from making an evaluative judgment of direct disagreement to allow for limitations or idiosyncrasies in their interlocutors' speech. Giữ thể diện lẫn nhau trong giao tiếp giữa người châu Á nói tiếng Anh như một ngôn ngữ chungTóm tắt: Nghiên cứu này tập trung khảo sát tiếng Anh được sử dụng như một ngôn ngữ chung thống nhất trong giao tiếp, từ đó xác định các chiến lược mà người giao tiếp từ các nước Châu Á-Thái Bình Dương sử dụng để giữ mối quan hệ Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/13/15 12:32 AM 270 Ian Walkinshaw and Andy Kirkpatrick cá nhân khi phản hồi lại những phát ngôn có khả năng đe doạ thể diện. Phân tích dựa trên Khối Ngữ liệu tiếng Anh của người châu Á (ACE) trong nghiên cứu này cho thấy nhiều điểm tương đồng với các nghiên cứu hiện có về tiếng Anh như một ngôn ngữ chung. Những lời nói mang tính đe doạ đến thể diện thông thường -mặc dù không phải luôn luôn -đi kèm với một động thái để bình thường hóa cuộc trò chuyện và duy trì mối quan hệ tác động lẫn nhau trong giao tiếp. Ngoài ra các chủ thể phát ngôn có xu hướng lựa chọn các chủ đề an toàn và tránh những đề tài nhạy cảm. Yếu tố hài hước và tiếng cười cũng thường xuyên được sử dụng, có thể là để chứng tỏ sự thoải mái với người đối thoại. Tuy nhiên, có hai chiến lược giao tiếp nổi lên, và được xem như xuất phát từ mô hình chung của việc xây dựng quan hệ cá nhân. Chiến lược đầu tiên là phép lịch sự giả, có nhiều khả năng được sử dụng để biểu hiện sự đồng tình với người đối thoại, nhưng đồng thời cũng có nguy cơ tạo nên ấn tượng thiếu lịch sự, bất kể ý đồ của người nói là như thế nào. Chiến lược thứ hai là bày tỏ sự bất đồng hoặc phản đối trực tiếp ngay lập tức đối với các đề xuất hoặc nhận xét có khả...

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Expressing Disagreement in ELF Business Negotiations: Theory and Practice

Cited by 32 publications

References 20 publications

“They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan

“They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan

An analysis overlapping questions in casual ELF conversation: Cooperative or competitive contribution

Mutual face preservation among Asian speakers of English as a Lingua Franca

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