1.

In the context of ELF (English as a Lingua Franca), a contact situation typically

refers to interactions between speakers who do not share a common first
language. However, native speakers can also be involved in ELF interactions,
especially in international contexts where English serves as a lingua franca
among people from different language backgrounds. Native speakers may
participate as interlocutors, facilitators, or as individuals seeking to
communicate with non-native speakers.

2. Accommodation in ELF interactions refers to the linguistic and communicative

adjustments made by interlocutors to facilitate understanding and promote
effective communication. It involves adapting one's language use, such as
simplifying vocabulary or adjusting speech rate, to bridge potential linguistic
gaps and ensure successful interaction. Accommodation can also involve non-
verbal cues, such as gestures and facial expressions, to enhance comprehension
and establish rapport between speakers.

3. The complexity of ELF as a site of language contact stems from several factors.
Firstly, ELF involves interactions among speakers from diverse linguistic
backgrounds, each with their own unique linguistic resources and cultural
norms. Secondly, ELF communication occurs in various contexts, ranging from
informal conversations to professional settings, each with its own
communicative demands and expectations. Additionally, ELF is characterized by
fluidity and variability, as there is no fixed standard or native speaker model to
adhere to. These factors contribute to the complexity of navigating linguistic and
cultural diversity in ELF interactions.

4. ELF corpora primarily focus on naturally occurring English language

interactions among speakers with different linguistic backgrounds. They reflect
the features and dynamics of English used as a lingua franca. Learner corpora, on
the other hand, are compiled to analyze the language produced by second or
foreign language learners. They typically include texts produced in language
learning contexts and serve as resources for language pedagogy and research.
World Englishes corpora aim to document the varieties of English used globally,
including different dialects, creoles, and English varieties influenced by local
languages and cultures.

5. The notion of a conceptual gap in ELF refers to the differences in cultural,

linguistic, and pragmatic expectations between speakers from diverse
backgrounds. In ELF interactions, participants may have different
conceptualizations, values, and communicative norms, which can create
challenges in understanding and interpreting each other's messages. The
"difference approach" to Global English recognizes and embraces the diversity
and variability in ELF, considering it as a resource for effective communication.
In contrast, the "deficit approach" views non-native speakers as lacking
proficiency compared to native speakers, emphasizing errors and deviations
from native-like norms.

6. The paradigms of ELF (English as a Lingua Franca) and WE (World Englishes)

share a focus on English as a global language used by non-native speakers.
However, there are some differences between them. ELF primarily examines
English in communication between speakers of different first languages,
emphasizing effective communication rather than native-like proficiency. WE, on
the other hand, explores the varieties of English spoken around the world,
including both native and non-native varieties influenced by local languages and
cultures. While ELF focuses on the process of communication, WE examines the
sociolinguistic and historical aspects of English in different contexts.

7. The main features of ELF communication include:

- Code-switching and code-mixing: Speakers may switch between their first
language and English or mix elements from different languages for increased
understanding.
- Accommodation: Interlocutors adjust their language use to facilitate
comprehension, such as simplifying vocabulary or modifying pronunciation.
- Negotiation of meaning: Speakers actively clarify and negotiate understanding
when faced with linguistic or cultural differences.
- Pragmatic awareness: Speakers rely on shared pragmatic knowledge and
context to convey meaning effectively.
- Tolerance of variation: ELF communication embraces linguistic variation and
accepts diverse norms and accents as long as the message is understood.

8.

The claim that "bilingual creativity" is a major driver of ELF processes suggests
that non-native speakers in ELF interactions often draw upon their multilingual
resources and creative language use to overcome communication challenges.
This can involve using innovative strategies, code-switching, or adapting
language patterns from their first language to facilitate understanding. While
there is merit to this claim, as creativity and resourcefulness are essential in
successful ELF communication, it is important to note that not all ELF
interactions rely solely on bilingual creativity. Effective communication in ELF
can also be achieved through mutual accommodation, negotiation, and
understanding.

9. The NES (Native English Speaker) vs NNES (Non-Native English Speaker)

distinction does not apply to ELF because the focus of ELF is on English as a
lingua franca used among speakers of different first languages. In ELF
interactions, proficiency and effective communication take precedence over
nativeness or native-like standards. Therefore, the distinction between native
and non-native speakers is not relevant in the context of ELF.

10. The argument to replace nativeness with "expertise" in the context of ELF
suggests that proficiency and effective communication skills should be valued
more than the distinction between native and non-native speakers. Proponents
argue that expertise encompasses a range of language abilities, cultural
knowledge, and communicative competence developed through exposure to
diverse linguistic and cultural contexts. This approach acknowledges the value of
multilingual and multicultural perspectives, promoting inclusivity and
recognizing the contributions of non-native speakers to global communication.
Whether one agrees with this claim depends on individual perspectives and
attitudes towards language diversity and the role of native speaker norms.

11. ELF-informed teaching refers to an approach to language teaching and

pedagogy that recognizes the importance of English as a lingua franca in global
communication. It involves preparing learners to effectively communicate in
international contexts where English serves as a common language among
speakers of different first languages. ELF-informed teaching emphasizes
intercultural communication, pragmatic competence, and awareness of linguistic
and cultural diversity. It aims to equip learners with the skills and strategies
necessary for successful communication in international settings.

12. The provided information refers to an activity in C6, which is not available to
me as an AI language model. Therefore, I cannot directly comment on the specific
features identified in ELF used in academic settings or their acceptability.
Additionally, without access to the mentioned study on "Particify," I cannot
provide a detailed discussion about whether the decision depends on whether
the items are spoken or written, or whether they should be considered as errors.