ENGLISH AND RUSSIAN TERMS “NATIVE SPEAKER”: ILLUSORY EQUIVALENTS

封面

如何引用文章

详细

The interest in this issue is caused by the global spread of English, the diversity of regional English language teaching (ELT) communities and the different interpretations of key ELT terms. Under the current political, economic and sociocultural conditions of a world where English is an International Language, many previously neutral ELT terms acquire particular relevance and significance. Thus, the term “native speaker” gains special importance in the discussion of goals (English language variants), the norm (standard) and the model, teachers and their qualifications, methods and techniques appropriate to societal needs in a certain socio-cultural context. This paper explores the differences in usage of the term “native speaker” used in English and Russian ELT discourses. The case study employs comparative definitional analysis of the corresponding Russian and English terms and reveals both the common meaning and significant differences. As the study shows, in Russian professional discourse, the term nositel’ yazyka (native speaker) is used in the traditionally established meaning, while in British-American ELT discourse it acquires new meanings and leads to a change in the ELT paradigm. The authors conclude that the Russian and English terms are not identical; on the contrary, their equivalence is illusory.

作者简介

GALINA LOVTSEVICH

Far Eastern Federal University

编辑信件的主要联系方式.
Email: glovtsev@yandex.ru

Doctor of Philology, Professor, Head of the Department of Linguistics and Intercultural Communication, Far Eastern Federal University. Her research interests embrace terminology and terminography, intercultural communication, sociolinguistics, linguistics didactics, discourse analysis, intercultural communication

8 Sukhanova St., Vladivostok, 690091, Russian Federation

OLGA GICH

Far Eastern Federal University

Email: gich.olga.nik@gmail.com

post-graduate student and assistant, Department of Linguistics and Intercultural Communication, Far Eastern Federal University. Her research interests focuses on linguistics didactics, intercultural communication, comparative discourse studies, linguosynergetics

8 Sukhanova St., Vladivostok, 690091, Russian Federation

参考

  1. Каплун О.А. Грамматическая компетенция как составляющая коммуникативной компетен­ции // Ученые записки Орловского государственного университета. Серия: Гуманитарные и социальные науки. 2011. № 4. C. 331—338. [Kaplun, O. A. (2011) Grammatical competence as a constituent of communicative competence. Scientific journal of Orel state university. 4, 331—338. (In Russ.)]
  2. Кашникова И.В., Чернова Л.Е. Коммуникативные практики этнонациональных меньшинств и феномен билингвима // Фiлософия I политологiя в контекстi сучасної культури. 2011. № 2. С. 438—448. [Kalashnikova, I. V., Chernova, L. E. (2011) Communicative practices of ethnic minorities and the phenomenon of bilingualism. Philosophy and politology in the context of modern culture. 2, 438—448. (In Russ.)]
  3. Кравченко А.В. Носители языка, родной язык, и другие интересные вещи // Т. Ю. Тамерьян (ред.). Актуальные проблемы филологии педагогической лингвистики. 2009. № 11. С. 29—37. [Kravchenko, A. V. (2009). Native speakers, native language and other interesting things. Actual problems of philology and applied linguistics. 11, 29—37. (In Russ.)]
  4. Ловцевич Г.Н. Кросскультурный терминологический словарь как средство репрезентации терминологии гуманитарных наук. Владивосток: Изд-во Дальневосточного ун-та, 2010. [Lovtsevich, G. N. (2010). Cross-cultural terminological dictionary as a means of humanitarian terminology representation. Vladivostok: Izdatelstvo Dalnevostochnogo universteta. (In Russ.)]
  5. Носонович Е.В., Мильруд Р.П. Параметры аутентичного учебного текста // Иностранные языки в школе. 1999. № 1. С. 11—18. [Nosonovich, E. V., Milrud, R. P. (1999) Parameters of authentic educational text. Foreign languages at school. 1, 11—18. (In Russ.)]
  6. Прошина З. Г. Смена парадигмы языкового образования? // Личность. Культура. Общество. 2012. Том XIV. Вып. 2. № 71—72. С. 176—177. [Proshina, Z. G. (2012) Changing the paradigm of language teaching? Lichnost’, kultura i obshchestvo, 14-2-71/72, 176—177. (In Russ.)]
  7. Прошина З.Г. Контактная вариантология английского языка: Проблемы теории. World Englishes Paradigm: учеб. пособие. М.: ФЛИНТА: Наука, 2017. [Proshina, Z. G. (2017). World Englishes Paradigm. Moscow: Flinta. (In Russ.)]
  8. Смит Л. (Smith L.) Familiar issues from a World Englishes perspective // Культурно-языковые контакты: сборник научн. трудов. 2008. Вып. 10.Владивосток: Изд-во Дальневост. Ун-та. C. 67—73. [Smith, L. (2008). Familiar issues from a World Englishes perspective. Kul'turno-yazykovye kontakty, 10, 67—73. (In Russ.)]
  9. Таюрская Н.П. Модель подготовки выпускника педагогического колледжа к формированию иноязычной коммуникативной компетенции школьников // Среднее профессиональное образование. 2016. № 5. С. 38—41. [Tayurskaya, N. P. (2016). Model of Pedagogical College Graduates’ Training for Students’ Foreign Language Communicative Competence Formation. Secondary vocational education, 5, 38—41. (In Russ.)]
  10. Ширина М.С. Поликультурная среда как условие формирования социокультурной компетенции в процессе иноязычного образования будущих кадров экономической сферы [Электрон­ный ресурс] // Ученые записки: электронный научный журнал Купского государственного университета. 2013. № 4(28). URL: http://scientific-notes.ru/index.php?page=6&new=33 (дата обращения: 7.10.2017) [Shirina, M. S. (2013). Policultural environment as a condition for sociocultural competence formation of future cadres of the economic sphere during the process of language learning. Uchenye zapiski: elektronnyi nauchnyi zhurnal Kupskogo gosudar­stvennogo universiteta, 4 (28). [Electronic resource] Retrieved from http://scientific-notes.ru/ index.php?page=6&new=33 (In Russ.)]
  11. Щукин А.Н. Обучение иностранным языкам: Теория и практика: учебное пособие для пре­подавателей и студентов. 2-е изд., испр. и доп. М.: Филоматис, 2006 [Shchukin, A. N. (2006). Teaching Foreign Languages: Theory and Practice. Moscow: Filomatis. (In Russ.)]
  12. Яковлева Т.А. Изучение иностранного языка в тандеме // Гуманитарные, социально-экономи­ческие и общественные науки. 2014. № 10-2. С. 86—92 [Yakovleva T. A. (2014). Learning a foreign language in tandem. Humanities, social-economic and social sciences, 10-2, 86—92. (In Russ.)]
  13. Baker, T. J. (2010, December 11). The native speaker myth: Death, wake, and funeral of a fallacy. [Web log post].Retrieved from https://profesorbaker.wordpress.com/2010/12/11/the-native-speaker-myth-death-wake-funeral-of-a-fallacy/.
  14. Brutt-Griffler, J. (2002). World Englishes: a study of its development. Clevendon, England: Multilingual Matters.
  15. Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Greenwood Publishing Group.
  16. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185—209. doi: 10.2307/3587717.
  17. Cook, V. (2015). Where is the Native Speaker Now? TESOL Quarterly, 50 (1), 186—189. doi: 10.1002/ tesq.286.
  18. Crystal, D. (2003). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press.
  19. Davies, A. & Elder, C. (2006). The Handbook of applied linguistics. Oxford and Malden, MA: Wiley-Blackwell.
  20. Davies, A. (2002). The native speaker: myth or reality. Clevedon, England: Multilingual Matters.
  21. Ferguson, C. (1983). Language planning and language change. In H. Cobarrubias & J. Fishman (Eds.), Progress in language planning: international perspectives (pp. 29—40). Berlin: Mouton.
  22. Jenkins, J. (1996). Native speaker, non-native speaker and English as a foreign language: time for a change. IATEFL Newsletter.131.10—11.
  23. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as Lingua Franca. TESOL Quarterly, 40(1), 157—181. doi: 10.2307/40264515.
  24. Kachru, B. & Nelson, C. (2005). World Englishes. In S. McKay, & N. Hornberger (Eds.) Sociolinguistics and language teaching (pp. 71—102). Cambridge: Cambridge University Press.
  25. Lovtsevich, G. N. & Ryan, S. M. (2016). Empowering teachers for excellence. Connecting professionally on ELT in Asia: Crossing the bridge to excellence. 14thAsiaTEFL@11thFEELTA International Conference on Language Teaching, 5—11.
  26. Majlesifard, H. A. (2012). Pedagogically, There Is No Room for a Native Speaker. Sino-US English Teacher. 9 (7), 1277—1287.
  27. Mydgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal. 46(4), 340—349. doi: 10.1093/elt/46.4.340.
  28. Medgyes, P. (2000). Native Speaker. In M. Byram & C. Brumfit et al. (Eds.) The Routledge Encyclopedia of Language teaching and Learning (pp. 436—438). New York: Routledge.
  29. Paikeday, T. M. (1985). The native speaker is dead! An informal discussion of a linguistic myth with Noam Chomsky and other linguists, philosophers, psychologists, and lexicographers. Toronto: Paikeday Publishing Inc.
  30. Rampton, B. (1990). Displacing the ‘native speaker’: Expertise, affiliation and inheritance. ELTJournal. 44. 97—101. doi: 10.1093/elt/ccq092.

版权所有 © LOVTSEVICH G., GICH O., 2018

Creative Commons License
此作品已接受知识共享署名-非商业性使用 4.0国际许可协议的许可。

##common.cookie##