Niina Hynninen - Profile on Academia.edu (original) (raw)
Papers by Niina Hynninen
The Common European Framework of Reference from the perspective of English as a lingua franca: what we can learn from a focus on language regulation
Journal of English as a Lingua Franca, 2014
Journal of Pragmatics, 2011
To keep up with the internationalisation of academia, universities are anxious to attract more an... more To keep up with the internationalisation of academia, universities are anxious to attract more and more international students and teachers by increasing the number of international English-medium study programmes. A recent survey (Wächter, 2008) of such programmes in European universities in non-English speaking countries indicates that between the years 2002 and 2007 there was a three-fold increase in the number of these programmes. The kind of academic mobility we are talking about provides unprecedented opportunities for the exchange of ideas and knowledge, but it also causes concern about, for instance, declining standards of teaching due to participants' inadequate command of English, negative attitudes towards the language, and the question of local languages undergoing domain loss (e.g. Kirkpatrick, 2009:254-255). It is clear that we should not disregard the doubts that the spread of English in academia is causing; however, it is equally important to consider how the participants themselves deal with this new situation. International students have sought an international education for themselves, and are aware of having to use English in their studies. But how do they manage to communicate in their English-medium courses? To seek answers to this question, this paper explores communicative interaction in an international seminar course where the participants do not share a first language. In the course, speaking for another plays an intriguing role in the management of discourse. The investigation focuses on the practice of mediation, a form of speaking for another where a coparticipant intervenes in the course of the interaction by rephrasing another participant's turn that was addressed to a third party (sections 1.1 and 1.2). Since mediation can only Journal of Pragmatics 43 (2011) 965-977 occur in interactions with at least three participants, this paper investigates polylogues. The aim is to examine the forms that mediation takes and how it functions in interaction by exploring the following questions:
Language Regulation in English as a Lingua : Focus on academic spoken discourse
Kuka päättää, mikä on oikein?
Tempus, 2013
Language Regulation in English as a Lingua Franca : Exploring language-regulatory practices in academic spoken discourse
To keep up with the internationalisation of academia, universities are anxious to attract more an... more To keep up with the internationalisation of academia, universities are anxious to attract more and more international students and teachers by increasing the number of international English-medium study programmes. A recent survey (Wächter, 2008) of such programmes in European universities in non-English speaking countries indicates that between the years 2002 and 2007 there was a three-fold increase in the number of these programmes. The kind of academic mobility we are talking about provides unprecedented opportunities for the exchange of ideas and knowledge, but it also causes concern about, for instance, declining standards of teaching due to participants' inadequate command of English, negative attitudes towards the language, and the question of local languages undergoing domain loss (e.g. Kirkpatrick, 2009:254-255). It is clear that we should not disregard the doubts that the spread of English in academia is causing; however, it is equally important to consider how the participants themselves deal with this new situation. International students have sought an international education for themselves, and are aware of having to use English in their studies. But how do they manage to communicate in their English-medium courses? To seek answers to this question, this paper explores communicative interaction in an international seminar course where the participants do not share a first language. In the course, speaking for another plays an intriguing role in the management of discourse. The investigation focuses on the practice of mediation, a form of speaking for another where a coparticipant intervenes in the course of the interaction by rephrasing another participant's turn that was addressed to a third party (sections 1.1 and 1.2). Since mediation can only Journal of Pragmatics 43 (2011) 965-977 occur in interactions with at least three participants, this paper investigates polylogues. The aim is to examine the forms that mediation takes and how it functions in interaction by exploring the following questions:
ICL at the micro level: L2 speakers taking on the role of language experts
AILA Review, 2012
8. “It’s so natural to mix languages”: Attitudes towards English-medium instruction in Sweden
English in Europe, Volume 1, 2015
English for Specific Purposes, 2010
As the use of English in academic settings has continued its spread and influence all over the wo... more As the use of English in academic settings has continued its spread and influence all over the world, the global status has brought with it a change in the user population: academic English is mostly used by nonnative speakers.
Multilingualism in English as a lingua franca: Flagging as an indicator of perceived acceptability and intelligibility
In: A. Nurmi, P. Pahta & T. Rütten (eds.) Challenging the myth of monolingual corpora. Leiden/Boston: Brill/Rodopi., 2017
The Common European Framework of Reference from the perspective of English as a lingua franca: what we can learn from a focus on language regulation
Journal of English as a Lingua Franca, 2014
Journal of Pragmatics, 2011
To keep up with the internationalisation of academia, universities are anxious to attract more an... more To keep up with the internationalisation of academia, universities are anxious to attract more and more international students and teachers by increasing the number of international English-medium study programmes. A recent survey (Wächter, 2008) of such programmes in European universities in non-English speaking countries indicates that between the years 2002 and 2007 there was a three-fold increase in the number of these programmes. The kind of academic mobility we are talking about provides unprecedented opportunities for the exchange of ideas and knowledge, but it also causes concern about, for instance, declining standards of teaching due to participants' inadequate command of English, negative attitudes towards the language, and the question of local languages undergoing domain loss (e.g. Kirkpatrick, 2009:254-255). It is clear that we should not disregard the doubts that the spread of English in academia is causing; however, it is equally important to consider how the participants themselves deal with this new situation. International students have sought an international education for themselves, and are aware of having to use English in their studies. But how do they manage to communicate in their English-medium courses? To seek answers to this question, this paper explores communicative interaction in an international seminar course where the participants do not share a first language. In the course, speaking for another plays an intriguing role in the management of discourse. The investigation focuses on the practice of mediation, a form of speaking for another where a coparticipant intervenes in the course of the interaction by rephrasing another participant's turn that was addressed to a third party (sections 1.1 and 1.2). Since mediation can only Journal of Pragmatics 43 (2011) 965-977 occur in interactions with at least three participants, this paper investigates polylogues. The aim is to examine the forms that mediation takes and how it functions in interaction by exploring the following questions:
Language Regulation in English as a Lingua : Focus on academic spoken discourse
Kuka päättää, mikä on oikein?
Tempus, 2013
Language Regulation in English as a Lingua Franca : Exploring language-regulatory practices in academic spoken discourse
To keep up with the internationalisation of academia, universities are anxious to attract more an... more To keep up with the internationalisation of academia, universities are anxious to attract more and more international students and teachers by increasing the number of international English-medium study programmes. A recent survey (Wächter, 2008) of such programmes in European universities in non-English speaking countries indicates that between the years 2002 and 2007 there was a three-fold increase in the number of these programmes. The kind of academic mobility we are talking about provides unprecedented opportunities for the exchange of ideas and knowledge, but it also causes concern about, for instance, declining standards of teaching due to participants' inadequate command of English, negative attitudes towards the language, and the question of local languages undergoing domain loss (e.g. Kirkpatrick, 2009:254-255). It is clear that we should not disregard the doubts that the spread of English in academia is causing; however, it is equally important to consider how the participants themselves deal with this new situation. International students have sought an international education for themselves, and are aware of having to use English in their studies. But how do they manage to communicate in their English-medium courses? To seek answers to this question, this paper explores communicative interaction in an international seminar course where the participants do not share a first language. In the course, speaking for another plays an intriguing role in the management of discourse. The investigation focuses on the practice of mediation, a form of speaking for another where a coparticipant intervenes in the course of the interaction by rephrasing another participant's turn that was addressed to a third party (sections 1.1 and 1.2). Since mediation can only Journal of Pragmatics 43 (2011) 965-977 occur in interactions with at least three participants, this paper investigates polylogues. The aim is to examine the forms that mediation takes and how it functions in interaction by exploring the following questions:
ICL at the micro level: L2 speakers taking on the role of language experts
AILA Review, 2012
8. “It’s so natural to mix languages”: Attitudes towards English-medium instruction in Sweden
English in Europe, Volume 1, 2015
English for Specific Purposes, 2010
As the use of English in academic settings has continued its spread and influence all over the wo... more As the use of English in academic settings has continued its spread and influence all over the world, the global status has brought with it a change in the user population: academic English is mostly used by nonnative speakers.
Multilingualism in English as a lingua franca: Flagging as an indicator of perceived acceptability and intelligibility
In: A. Nurmi, P. Pahta & T. Rütten (eds.) Challenging the myth of monolingual corpora. Leiden/Boston: Brill/Rodopi., 2017