Attitudes Toward English as a Lingua Franca Among Prospective EFL Teachers in Spain

2021 ◽  
pp. 165-183
Author(s):  
Rubén Chacón-Beltrán
Keyword(s):  
Lingua Franca ◽  
Efl Teachers ◽  
Attitudes Toward English

scholarly journals DEBUNKING THE MYTHS OF NON-NATIVE ENGLISH SPEAKER TEACHERS: AN INTERVIEW WITH PROFESSOR MASAKI

2016 ◽  
Vol 27 (2) ◽  
pp. 126
Author(s):  
Flora Debora Floris
Keyword(s):  
Language Use ◽  
Applied Linguistics ◽  
Vice President ◽  
English Speaker ◽  
Lingua Franca ◽  
Native English Speaker ◽  
Efl Teachers ◽  
Georgetown University ◽  
And Training ◽  
Phd Program

Masaki Oda is a Professor of Applied Linguistics at Tamagawa University in Tokyo, Japan, specializing in Sociopolitical Aspects of Language Use. Prof. Oda got his PhD program from Georgetown University, where he also taught Japanese for several years. He returned to Japan in 1990 and began teaching EFL and training EFL teachers at Tamagawa University. He was the 2003 – 2004 Chair of the NNEST Caucus and is now the Director of Center for English as a Lingua Franca (CELF) at Tamagawa University and the AsiaTEFL Vice President. This interview highlights Professor Oda’s experiences and opinions regarding NEST (Native English Speaker Teacher) and NNEST (Non-Native English Speaker Teacher). He attempts to raise awareness among the professionals that there should be no divide between NEST and NNEST in the ELT profession. 

scholarly journals Intercultural Communicative Competence: Why Is It Significant and How Can It Be Enhanced in EFL Settings?

2021 ◽  
Vol 35 (2) ◽  
pp. 793-803
Author(s):  
Seçil Tümen Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Current Literature ◽  
Classroom Practices ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Lingua Franca ◽  
Efl Teachers ◽  
Different Cultures

In the current literature on foreign language teaching, it has become clear that having the requisite ability of intercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people from different cultures is crucial. Language is connected to culture and societies, in which people need to communicate with one another. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreign language (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account to raise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance of ICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improve EFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

scholarly journals Investigating Teachers’ Attitudes towards Teaching and Learning of English as a Lingua Franca (ELF) in Indonesian EFL Context

2021 ◽  
Vol 21 (2) ◽  
pp. 66-79
Author(s):  
Siffa Annisa Fitri Ramadhani ◽  
Ahmad Bukhori Muslim
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Cross Sectional Survey ◽  
Lingua Franca ◽  
Cross Sectional ◽  
Efl Context ◽  
Efl Teachers ◽  
Quantitative Descriptive ◽  
Teachers Attitudes ◽  
Descriptive Method

AbstrakBahasa Inggris sebagai Lingua Franca (English as a lingua franca-ELF) telah mendapatkan perhatian yang tinggi dalam pengajaran bahasa Inggris tetapi masih kurang diteliti dalam konteks Bahasa Inggris sebagai Bahasa Asing (English as a foreign language-EFL) seperti di Indonesia. Penelitian ini bertujuan untuk meneliti sikap guru terhadap ELF dan beberapa kemungkinan tantangan dalam memasukkan pengajaran ELF ke dalam praktik pengajaran mereka. Menggunakan metode deskriptif kuantitatif dengan memberikan survei cross-sectional kepada 50 guru EFL di Jakarta, penelitian ini telah menemukan bahwa para guru memiliki sikap positif terhadap penggunaan ELF dalam proses belajar mengajara di konteks EFL Indonesia. Namun, ditemukan juga tidak familiernya guru dengan aksen lain, kesiapan guru, siswa, dan institusi dalam memasukkan pengajaran ELF, menyediakan materi pembelajaran yang sesuai, dan penutur asli sebagai tantangan yang dihadapi dalam memasukkan ELF ke dalam pengajaran mereka. Studi ini menawarkan beberapa saran untuk menjelaskan perkembangan guru dan peningkatan pengajaran ELF dalam konteks Indonesia.Kata kunci: Sikap Guru EFL, Bahasa Inggris sebagai Lingua Franca (EFL), konteks EFL Bahasa Indonesia. AbstractEnglish as a Lingua Franca (ELF) has received increased attention in English teaching but is still less studied in an EFL context like Indonesia. This study aims at investigating teachers’ attitudes toward ELF and some possible challenges in incorporating ELF instruction into their teaching practices. Employing a quantitative descriptive method by administering a cross-sectional survey to 50 EFL teachers in Jakarta, the study revealed that the teachers had a positive attitude towards teaching and learning ELF in the Indonesian EFL context. However, it is also discovered teachers accentuated unfamiliarity with other accents, the readiness of teachers, students, and institutions in incorporating ELF instruction, providing suitable learning materials, and native speakers as challenges encountered in incorporating ELF into their teaching. This study offered several suggestions to shed a light upon teachers’ development and enhancement of teaching ELF in the Indonesian context.Keywords: EFL Teachers’ attitudes, English as a Lingua Franca (EFL), Indonesian EFL context. 

scholarly journals Non-native EFL Teachers’ Perception of English Accent in Teaching and Learning: Any Preference?

2018 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ruth Wong
Keyword(s):  
Hong Kong ◽  
United Kingdom ◽  
Teaching And Learning ◽  
Learning Model ◽  
Lingua Franca ◽  
The United Kingdom ◽  
Efl Teachers ◽  
Accent Perception

This study studied the accent perception of a group of non-native pre-service EFL teachers in Hong Kong in order to see whether native English norm is of their preference for teaching and learning. Results found that participants all preferred traditional native English as learning model and seemed to have overlooked the principle of intelligibility, even there had been calls for using lingua franca core as learning model. Results show that participants all preferred using native English to be the model of teaching and learning. Among all the native English varieties, participants preferred the accent from the United Kingdom though not all could identify the accent they preferred. The study showed there was a mismatch between what the participants preferred and their ability of identifying accents of different kinds.

scholarly journals Pronunciation Goals of Japanese English Teachers in the EFL Classroom: Ambivalence Toward Native-like and Intelligible Pronunciation

2020 ◽  
Vol 44 (1) ◽  
pp. 3-9
Author(s):  
Yoko Uchida ◽  
Junko Sugimoto
Keyword(s):  
Preservice Teachers ◽  
English Learners ◽  
Native Speakers ◽  
English Teachers ◽  
Lingua Franca ◽  
Strong Belief ◽  
Efl Teachers ◽  
Training Courses ◽  
Accented English ◽  
Japanese English

While there is a general concurrence among researchers that mastery of “intelligible pronunciation” should be the goal of English learners, the notion does not seem to be widely shared among non-native EFL teachers, who often hold the strong belief that teachers should sound like native speakers. To investigate the underlying reasons for this, we conducted an essay survey with 16 Japanese preservice teachers after having them read articles relevant to intelligible English and English as a lingua franca. The preservice teachers displayed ambivalence between native English pronunciation and Japanese-accented English. Some also had misunderstandings concerning “intelligible pronunciation.” Limited communication experience in monolingual classrooms may have prevented them from imagining what type of pronunciation is necessary. We propose that intelligible non-native English samples be presented to preservice teachers in training courses to help them establish their concept of “ideal” pronunciation, which can serve as a model for their future students. 研究者の間では、英語学習者は「明瞭度の高い発音」の習得を到達目標とするべきであるという考え方が一般的である。しかし、その考え方は非母語話者の英語教員の間では広く共有されておらず、教員は母語話者のような発音でなければならないと強く信じていることが多い。その背景にある理由について調査するために、16名の英語教員志望者に対して「明瞭度の高い英語」と「国際共通語としての英語」に関する論文記事を読んでもらった後に、エッセイによる調査を行なった。教員志望者達は、英語母語話者の発音と日本語の痕跡が残った発音に対して葛藤する気持ちを示した。また、「明瞭度の高い発音」という概念について誤解している者もいた。教員と生徒が同じ母語を共有する教室内で英語による意思疎通を行なうという限定的な経験しかないため、どのような種類の発音が必要であるのか想像できなかったのかもしれない。教員志望者自身が、将来生徒達のモデルとなれるよう、自身にとっての「理想の」発音を身につけることが必要である。そのために、非母語話者の発音であっても明瞭度の高い英語の実例を聞く機会を増やすなど、教員養成の過程における工夫を提案したい。

scholarly journals A study of Taiwanese university students’ English use, learning goals and attitudes toward English as a lingua franca

2018 ◽  
Vol 8 (4) ◽  
pp. 775-794
Author(s):  
Wen-Hsing Luo
Keyword(s):  
University Students ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Local Variation ◽  
English Language Teaching ◽  
Learning Goals ◽  
Lingua Franca ◽  
Attitudes Toward English ◽  
Learning English

 This study investigates Taiwanese university students’ experience of English use, aims of learning English and attitudes toward English as a lingua franca (ELF). The notion of ELF has been researched in the field of English language teaching. However, English teaching practice targeting native-speaker (NS) norms is still prevailing in English classrooms. To better respond to learner needs of using English in the age of globalization, this study explores learners’ English learning and use in relation to their attitudes toward ELF. Research methods including interviewing and questionnaire survey were employed to collect data from English majors at a university in Taiwan. The study finds that the learners were aware of the communicative value of ELF and actually used ELF in intercultural communication. The learners’ use of English in context affected their attitudes toward ELF and aims of learning English. It is found that the learners preferred English conforming to NS norms; yet, they wished to learn local variation of English concerning accents and word use. In light of the findings, the author suggests that English teachers incorporate an ELF perspective into English instruction and help learners develop intercultural awareness and competencies.

scholarly journals Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Awad Alhassan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Standard English ◽  
Lingua Franca ◽  
Third Way ◽  
Main Research ◽  
Face To Face ◽  
Efl Context ◽  
Efl Teachers ◽  
Research Questions

Over the last two decades there has been an upsurge in the voices among TESOL/applied linguistics scholars calling for the teaching of English as an International (EIL) and Lingua Franca (ELF) language as opposed to the mainstream Standard English (MSE). These calls seem to be rather theoretical than empirical intellectual debates among those scholars without taking on board the voices of English as a foreign language (EFL) teachers and learners themselves as stakeholders. Focusing on a Sudanese EFL context, the present study therefore duly aims at empirically contributing to this intellectual debate by involving those stakeholders in the debate and by offering a reconciliatory third way forward. The study attempts to address two main research questions: (i) what kind of English(es) do Sudanese EFL teachers and learners want to teach, learn and identify with? And (ii) how do they view EIL and ELF language and to what extent are they willing to teach and learn this variety in the classroom? The study adopted a qualitative interview-based methodology and thirteen EFL teachers and learners took part in the investigation by allowing face-to-face interviews. Results of data analysis showed that both teachers and learners reportedly prefer to teach, learn and identify with the mainstream Standard English. They also showed unawareness of EIL/ELF as an emerging and competing variety to the MSE. Teachers and learners also reported varied views towards the potentials of teaching and learning EIL/ELF in the classroom. The pedagogical implications and insights for TESOL research and pedagogy were discussed.

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