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E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
E L F And Other Fairy Tales
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E L F And Other Fairy Tales

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Here\'s the Powerpoint for the ELF - AND OTHER FAIRY STORIES talk

Here\'s the Powerpoint for the ELF - AND OTHER FAIRY STORIES talk

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  • 1. ELF - and other fairy tales! Hugh Dellar The University of Westminster Heinle Cengage
  • 2. Your surname’s Jones, isn’t it? > Yes, it is. And you’re 27, aren’t you? > Yes, that’s right. You weren’t at home last night at 8, were you? > No, I wasn’t. I was at the pub. But you don’t have any witnesses, do you? > Yes, I do. My brother was with me. Your brother wasn’t with you, was he? > How do you know? Because he was at the police station. We arrested him last night. Native speaker dominance?
  • 3. It must be very strange to be back home after such a long time. > Yes, it is. I … I mean, it’s lovely to see everybody and I really appreciate my bed. Let’s have a look at these photos, then. > Well, they’re all mixed up at the moment. I’ve got to sort them out. Um, this looks nice. Where is it? > Where do you think it is? Ah, well … it must be somewhere really hot. It looks like paradise. I suppose it could be Thailand or Bali, or it could even be India. > No. I’ll give you a clue. It’s an island in the Pacific Ocean. Hawaii.  No, I didn’t go to Hawaii. Oh right. I thought you’d been everywhere. It’s probably Fiji, then. Native speaker dominance?
  • 4. 1 Andy Kirkpatrick and /th/ 2 “In international contexts, the simpler, the better”! 3 Doublespeak: good, ungood, plusgood, doubleplusgood 4 Jennifer Jenkins: “I like chilling out.” 5 Luke Prodromou and the corpora of non- native-speaker English The backwash
  • 5. Excuse me. Is there an ATM machine near here?  Please? A cash machine? To get money?  Sorry. I no English. Money?  Oh! Yes! Yes!! Go there. Meanwhile … back in the real world!
  • 6. 1 The reductionism of ELF-ers. Great / boiling / Do you mind if I …? / I can’t stand it /I love it / spare time-key- room /unemployed 2 We assume competence - to avoid being patronising! 3 We can all accommodate ourselves - and grade down. 4 The concept of ‘native-like’ is all relative . . . and depends on L1. The can of worms!
  • 7. 5 Students themselves often seek out ‘native-like’ language. How long your tail! / Were you born in a barn? / I felt like a fish out of water. 6 Students also often translate expressions directly. Do you think I have cucumbers on my eyes? / Do you think I was born yesterday? 7 Are we stifling creativity? He drinks like a horse/I felt like a fish IN the water/I felt like a bird out of the sky. 8 Level! Further complications . . .
  • 8. • Just because many conversations are between non- natives, it doesn’t mean people won’t also talk to natives. • Many non-natives already speak near-native level English. • Whose ELF is it anyway? • What students really want. • Ebonics and similar debates. The issue of models
  • 9. • Jennifer Jenkins and ELF pronunciation • Barbara Seidlhofer and grammatical errors which do not hinder communication: Dropping the 3rd. person -s/who and which/tag questions/redundant prepositions • Collocational errors The environment is a large theme in my thesis. • Talking like me doesn’t mean being me! • Are ELF-ers just opposed to bad teaching? Is comprehensibility enough?
  • 10. • Native-like does not mean NATIVE. • Reuseability is central • Teaching standards doesn’t mean IMPOSING them. • Knowledge is power. • Language teachers teach language. In conclusion
  • 11. Visit the Heinle stand and claim a free book! E-mail me at: hughdellar@mac.com

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