خلاصه ماشینی:
Principles of the ‘Lingua Franca Approach’ and their Implications for Pedagogical Practice in the Iranian Context Elham Sarvandy٭ (Corresponding Author) PhD Candidate of TEFL, Department of English, Faculty of Languages and Foreign Literature, Payam Noor University, Tehran, Iran.
The paper discusses their relevance and potential in relation to the present cultural and teaching situation in Iran, focusing on the position of the native speaker and the importance of mutual intelligibility, intercultural competence, the importance of training local multilinguals, the value of lingua franca contexts as learning environments, the difference between spoken and written English, and the adaptation to the Iranian context of assessment procedures.
The increasingly important role of English as a Lingua Franca in Asia, and particularly with respect to Iranian people who wish to travel, requires a critical review of the Iranian English language teaching policy, practice, and pedagogy.
Given that the language learning goal should not be to approximate native speaker norms 43 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 1, Winter and Spring, 2018, pp.
Thirdly, the reason why the local multilingual is the most appropriate English language teacher for Asian students is that s/he can use the language of the students to help them learn a form of English that is not only mutually intelligible but also accessible to native speakers.
In addition, lingua franca environments within Asia are likely to provide more cost-effective language training, a not insignificant point given the large numbers of students who need to learn English in Iran as well as in other Asian countries.