1. Accommodation Strategies Used by English-Mediated Instructors in English as Lingua Franca Classrooms Advisee: Yi-Rung Tsai Advisor: Dr. Wen-Li Tsou Presenter: NA3C0005 楊馨琦

2.  To investigate what types of accommodation strategies in ELF are frequently used by Taiwanese instructors for academic lectures in an ELF environment. Purpose of Study

3.  What are the accommodation strategies applied by Taiwanese professors in EMI/ELF classrooms? Do they differ from strategies used in ESL/EFL language instruction?  What is the nature of the circumstances when applying accommodation strategies in EMI/ELF classrooms?  What are the common language clusters used by Taiwanese professors in EMI/ELF classrooms? Research Questions

4.  Perspectives of English as a Lingua Franca ELF studies have been hotly debated from a wide range of perspectives in relation to phonology, lexis, lexical-grammar, pronunciation, and pragmatice issues. Literature Review

5.  EMI in higher education EMI courses has been successfully sweeping across the higher education landscape worldwide. As English has become the classroom language and also a main tool for communication among instructors and students, it ahs salient association to English as a lingua franca in academic settings, which is a flexible concept being able to be used in all subjects at the level of higher education. Literature Review

6.  Signaling cues in classrooms Jung (2006): signal cues display information connected to the following knowledge.  Leech and Svartvik (1975): 14 types of signaling cues Yorkey (1982): 8 signaling clssifications Literature Review

7.  Accommodation strategies in ELF Communication Accommodation Theory (CAT): a means of communication converging with that of interlocutors. Speakers need to mutually meet other speakers, to identify with common ground consciously or unconsciously. Adjustment to and acceptance of the linguistic features of their pronunciation or different accents, turn-taking practice, topic conventions, etc. Literature Review

8.  Accommodation strategies in ELF ELF speakers used accommodation strategies commonly for the purpose of buying some time and hesitation in order to retrieve or come up with the next words or sentences. Approximation and explicitness are two essential characteristics involved in accommodation strategies, typically applied by ELF speakers. Literature Review

9.  Strategies in ESL/EFL language instruction Lexical phrase discourse organizers: (modified from DeCarrico & Nattinger, 1988:95-96) A. Global macro-organizers 1. Topic Markers 2. Topic Shifters 3. Summarizers B. Local macro-organizers 4. Exemplifiers 5. Relators 6. Evaluators 7. Qualifiers 8. Aside Markers Literature Review

10.  Strategies in ESL/EFL language instruction Literature Review

12.  Strategies in ESL/EFL language instruction Classification of discourse markers: (modified from Eslami & Eslami, 2007:29-30) Textual Markers: 1. Frame markers 2. Code glosses 3. Logical connectives 4. Evidentials 5. Endophoric Markers 6. Illocutionary Interpersonal Markers 1. Boosters 2. Hedges 3. Attitude markers 4. Relational markers 5. Person markers Literature Review

15.  Clusters analysis in corpus linguistics Mauranen (2010a): 3-word clusters (also named lexical bundles or trigrams) were found to be frequently use by ELF speakers. Backer et al., 2008; Hyland, 2008; Nesi and Basturkmen, 2006; Csomay, 2012: Clusters have played a significant role and functioned beneficially as an analytic tool in discourse of news articles and classroom discourse analysis both in spoken and written language. Literature Review

16. Methodology Course Selected  5 EMI IMBA courses were conducted by 5 professors: 1. Leadership Theory and Practice 2. Production and Operations Management 3. Human Resource and Management 4. Investment 5. Financial Management  All courses are 3 hours in length with a 10 to 15 minute break in the middle.

17.  Teachers: Methodology Participants Backgrounds of IMBA teachers TeachersGender Country (PhD. Earned) Current Status Teaching Experience Teacher AMaleTaiwanAssistant Prof.3 years Teacher BMaleJapanAssistant Prof.3 years Teacher CMaleUKProf.13 years Teacher DFemaleFranceAssistant Prof.4 years Teacher EMaleUSAProf.11 years

18.  Students: 164 graduate students from 5 different IMBA classes, including native English-speaking students and non- native-English-speaking students. Methodology Participants

19.  Classroom observations 4 courses were recorded 3 times during 5 th of May to 16 th of June in the term in spring, 2011. 1 course was observed during 3 rd of November to 16 th of December in the term in fall, 2011. There were a total of 15 transcriptions. Teachers’ lecture were the priority for analysis. The selected transcription was 10 hours in total. Methodology Instruments

20.  Interviews face-to face interview is to inquiry questions, including strategies application in what circumstances or specific timing, teachers’ solutions to unexpected problems in discourse, teachers’ attitudes and other concerns while engaging in communication among various students with different linguistic backgrounds. Methodology Instruments

21.  2 software packages were selected: 1. Corpus Tool: annotating linguistic features, classifying data and analyzing tokens and frequencies to input data. 2. WordSmith Tools: dealing with concordance, keyword and wordlist. Methodology Corpus analysis

22.  Six types of accommodation strategies: defining strategy, listing strategy, eliciting strategy, giving-examples strategy and emphasizing strategy Conclusion RQ1: What are the accommodation strategies applied by Taiwanese professors in EMI/ELF classrooms? Do they differ from strategies used in ESL/EFL language instruction ?

23.  Seven types of situation: content difficulty, students’ nationality, lexicon/sentence selected, students’ language proficiency, no feedback from students and teachers are not able to clearly explain in English. Conclusion RQ2: What is the nature of the circumstances when applying accommodation strategies in EMI/ELF classrooms?

24.  what is the this is the what’s the that’s the you know the look at the the first one you know the cost of capital one of the Conclusion RQ3: What are the common language clusters used by Taiwanese professors in EMI/ELF classrooms?

25.  The application of accommodation strategies are effective in keeping communication going, preventing misunderstandings and enhancing learners’ knowledge of subject matters.  Teachers who take advantage of accommodative strategies commonly facilitate keeping communication continuing and reaching intelligibility with interlocutors in tertiary education. Conclusion Pedagogical implications

26.  Not large-scale investigation The tendencies of the observed Taiwanese instructors’ oral usage of strategies.  Only analyzing the teachers’ linguistic features and not compiling learners’ oral output. Conclusion Limitation

27.  Authentic expressions and functions specifically used by ELF speakers in a Taiwanese academic setting.  Lectures given in lingua franca settings through an investigation of the accommodation strategies used by Taiwanese universities professors.  The application of effective accommodation strategies brings tremendous benefits to non-native English instructors in Taiwan.  Eliciting strategy is the most useful means out of six types of accommodation strategy. Conclusion Contribution

28.  Interviews with international students and EMI teachers.  More analysis of linguistic features can be added, such as pronunciation, lexicons, syntactic structures and body language.  Compiling a teachers’ guidebook about efficient accommodation strategy used by Taiwanese EMI teachers together with classroom strategies, and specifically address students’ feedback and strategies based on the use of language. Conclusion Suggestion for further researches

29. Thanks for your listening!