Document Type : Research Article

Author

Associate Professor in English Language and Translation, Department of Foreign Languages, Literatures and Cultures, University of Roma Tre, Rome, Italy, https://orcid.org/0000-0003-3680-0299

Abstract

The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism in the English classroom. Nevertheless, in spite of the extensive academic literature in the area of ELF research, it seems that a balanced pedagogical approach has not yet been developed by applied ELF scholars. The purpose of this study, therefore, is to show how Vygotsky’s sociocultural theory (SCT) and Gal’perin’s Systemic Theoretical Instruction (STI) (which informed the L2 teaching approach called Concept-based Language Instruction, C-BLI) may provide the appropriate scientific framework to bridge the gap between the mainstream English as a Foreign Language (EFL) syllabus, that is based on the native-speaker Standard English model, and the emergent use of non-native-speaker ELF, which results from the contact of learners’ L1 and English. In conclusion, this research intends to propose an integrated approach to teaching English that combines ELF, SCT, and C-BLI. This is expected to give language teachers a conceptual framework and theoretical orientation to carry out the paradigm shift in ELT that most ELF scholars advocate.

Keywords

Main Subjects

Article Title [Persian]

انگلیسی به عنوان زبان ارتباطی مشترک و نظریه اجتماعی-فرهنگی: یک رویکرد یکپارچه

Author [Persian]

  • دکتر انریکو گراتزی

دانشیار زبان و ترجمه انگلیسی، گروه زبان‌های خارجی، ادبیات و فرهنگ، دانشگاه روما تره، رم، ایتالیا

Abstract [Persian]

تمرکز اصلی این مقاله بر روی موضوع بحث برانگیز ادغام زبان انگلیسی به عنوان زبان ارتباطی مشترک (ELF) در آموزش زبان انگلیسی (ELT) است. ماهیت متکثر انگلیسی به عنوان یک زبان بین‌المللی در عصر جهانی‌سازی به طوری خاص مسألۀ پرسابقۀ بومی­ بودن ‌زبان انگلیسی را در کلاس درس انگلیسی به چالش کشیده است. با این وجود، علیرغم پیشینۀ آکادمیک گسترده در زمینه تحقیقات انگلیسی به عنوان زبان ارتباطی مشترک، به نظر می­رسد که جای یک رویکرد آموزشی متعادل از سوی محققان کاربردی انگلیسی به عنوان زبان ارتباطی مشترک هنوز خالی است. بنابراین، هدف مطالعه حاضر نشان دادن این است که چگونه نظریه اجتماعی-فرهنگی ویگوتسکی (SCT) و نظریۀ آموزش نظری سیستمی گالپرین(STI)  که رویکرد آموزشی زبان دوم تحت عنوان «آموزش زبان مبتنی بر مفهوم» بر اساس این نظریه ارائه شده، می­تواند چارچوب علمی مناسبی را در جهت پر­کردن شکاف بین برنامه درسی اصلی زبان انگلیسی به عنوان زبان خارجی (EFL) که بر اساس مدل استاندارد انگلیسی زبان مادری است، از یک سو و شیوۀ نوظهور استفاده از انگلیسی به عنوان زبان مشترک ارتباطی که حاصل تماس زبان مادری زبان­آموزان با زبان انگلیسی است از سوی دیگر پر نماید. در نتیجه، این تحقیق قصد دارد یک رویکرد یکپارچه برای آموزش زبان انگلیسی ارائه دهد که ترکیبی از ELF، SCT و C-BLI است. انتظار می­رود چنین رویکردی بتواند یک چارچوب مفهومی و جهت­ گیری نظری جدیدی در اختیار مدرسان زبان انگلیسی قرار دهد تا بواسطۀ آن بتوانند تغییر پارادایم مورد نظر اکثر محققا ELF را در کلاس­­های آموزش زبان انگلیسی پیاده کنند.

Keywords [Persian]

  • انگلیسی به عنوان زبان ارتباطی مشترک
  • نظریه اجتماعی-فرهنگی
  • آموزش نظری سیستمی
  • آموزش زبان مبتنی بر مفهوم
  • ارزیابی پویا
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