Investigating English in Europe

Linn, Andrew

doi:10.1515/9781614518952

Cited by 19 publications

(8 citation statements)

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“…Firstly, because at pre-university level teachers pay more heed to language than their tertiary level counterparts. Secondly, because the presence of foreign languages other than English is more commonplace in primary and secondary education than in higher education institutions, where English clearly holds the upper hand (Dimova, Hultgren & Jensen, 2015;Linn, 2016). Although the acronym CLIL does not explicitly refer to English (unlike EMI), it is also the dominating foreign language in primary and secondary education.…”

Section: Corrective Feedback In Emi Settingsmentioning

confidence: 99%

Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?

Herrarte¹,

Bienzobas²

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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Section: Corrective Feedback In Emi Settingsmentioning

confidence: 99%

Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?

Herrarte¹,

Bienzobas²

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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“…The five Nordic countries of Denmark, Finland, Iceland, Norway, and Sweden are recognised as producing some of the most proficient ‘non‐native’ speakers of English (Linn, 2016, pp. 201–256).…”

Section: Introductionmentioning

confidence: 99%

Actuallyin Nordic tweets

2021

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‘Native‐like’ use of discourse markers is a good indicator of language proficiency. Analysing four subcorpora of English‐language tweets posted by Twitter users from the Nordic countries of Finland, Norway, and Sweden, this study considers the effects of discursive context and L1 influence on the correlation between semantic function and sentence position of the discourse marker actually. The study shows that both predictors appear to have a significant effect. A more formal context predicts more standard punctuation, distribution of the pragmatic functions, and placement of the discourse marker, and L1 influence is reflected in the preferred sentence position, with a substantial and significant difference observed between the Finnic and Germanic L1s. Furthermore, the study shows that while the discourse marker actually is significantly more frequent in colloquial Twitter language than in spoken English, the frequency is significantly lower and in line with spoken English in more constrained contexts.

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“…Bezborodova and Radjabzade's article presents findings from a study based on an earlier research project led by Andrew Linn focusing on the changing status of English across Europe (Linn, 2016). The project presented by Bezborodova and Radjabzade draws from initial work on EMI policy and practice at a private university in Tashkent, Uzbekistan and then was later expanded to include higher education institutions in Kyrgyzstan and Tajikistan.…”

Section: The Scope Of This Special Issue On Englishes In Central Asiamentioning

confidence: 99%

Introduction

Linn

Ahn

2021

World Englishes

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This brief introduction opens with an overview of the region of Central Asia, its constituent countries and a discussion of how they do or do not constitute a discrete region, historically, politically, or linguistically. The introduction goes on to note previous work on Englishes in the region before providing an overview of the contents of the special issue, how the articles are organised, the key themes arising from them, and some potential avenues for further work.

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Investigating English in Europe

Cited by 19 publications

References 0 publications

Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?

Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?

Actuallyin Nordic tweets

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