Implications of ELF for ESP/EAP Teachers, Learners, and International Academic Conference Discourse

Part of the Springer Texts in Education book series (SPTE)


In this chapter, we will discuss the relevance of the emergence of ELF in terms of its application to the ESP/EAP classroom, the psychological impact upon NNES for academic conference discourse, and the related issue of developing or mastering intelligible pronunciation. In this section, I will attempt to perform a bit of ‘pathology’—suggesting that much of the anxiety associated with CPs is self-inflicted and preventable. I will advocate a type of cognitive therapy as a possible treatment—meaning that the way we view English, who we think allegedly ‘owns’ it, and what we believe the intrinsic function or purpose of a CP is—can positively or negatively influence performance. I’ll suggest that certain popular preemptive remedies, such as focusing heavily upon fixing ‘accents’ to approximate a NES model and concentrating on attaining lexico-grammatical perfection in speech, far from being curative priorities, can actually serve as impediments to producing effective performance outcomes.


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© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Faculty of MedicineUniversity of MiyazakiMiyazakiJapan

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