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An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English

Yıl 2019, Cilt: 15 Sayı: 1, 123 - 139, 25.03.2019

Sevdeğer Çeçen Hande Serdar Tülüce

https://doi.org/10.17263/jlls.547664

Öz

















































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proper nouns)











This study investigated World Englishes
from the perspectives of non-native pre-service teachers in Turkey. More
specifically, the study explored how EFL pre-service teachers evaluated
speakers from different countries of origin, representing the different circle
in Kachru’s (1985) model, either positively or negatively. To elicit their
perceptions of the speakers’ English accents, we asked them to listen to
audio-recordings of six different speakers representing Kachru’s Three Circles
of English, reading the same passage, and then to discuss which variety they
were familiar with and which one they would prefer. Pre-service teachers’
orientations towards speakers from different varieties emerged under the
following themes: (i) native speakerism, (ii) intelligibility, (iii) reference
to own experience, (iv) potential ownership and (v) potential professional
awareness. The findings suggest that, although they were starting to develop
professional awareness regarding different varieties of English, to broaden
their experience of varieties, and even to develop a potential ownership, they
still revealed a tendency to conform to the native-speaker norms and to rate
speaker intelligibility according to these norms. We argue that revisiting
language teacher education programmes to address the current sociolinguistic
reality of English is a must.

Information about Author(s)*

Author 1

Author
(Last name, First name)

 Çeçen, Sevdeğer

Affiliated
institution (University)

 İstanbul Bilgi University

Country

 Turkey

Email
address

 sevdeger.cecen@bilgi.edu.tr

Department
& Rank

 English Language Teacher Education  

Corresponding author (Yes/No)


Write only one corresponding author.

 Yes

Author 2

Author
(Last name, First name)

 Serdar Tülüce, Hande

Affiliated
institution (University)

 İstanbul Bilgi University

Country

 Turkey

Email
address

 hande.tuluce@bilgi.edu.tr

Department
& Rank

 English Language Teacher Education  

Corresponding
author (Yes/No)

 No

Author 3

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

Department
& Rank

 

Corresponding
author (Yes/No)

 

Author 4

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

Department
& Rank

 

Corresponding
author (Yes/No)

 

 

Anahtar Kelimeler

World Englishes teacher education pre-service teacher attitudes

Kaynakça

  • Ahn, H. (2014). Teachers’ attitudes towards Korean English in South Korea. World Englishes, 33, 195-222.
  • Ahn, H. (2015). Awareness of and attitudes to Asian Englishes: A study of English teachers in South Korea. Asian Englishes, 17, 132-151.
  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56, 57- 64.
  • Ates, B., Eslami, Z.E., & Wright, K. L. (2015). Incorporating world Englishes into undergraduate ESL education courses. World Englishes, 34, 485-501.
  • Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.
  • Baumgardner, R. J. (2009). Teaching World Englishes. In B. Kachru, Y. Kachru, & C. Nelson, The handbook of World Englishes (pp. 661-679). Oxford: Blackwell.
  • Bokhorst-Heng, W. D., Alsagoff, L., McKay, S., & Rubdy, R. (2007). English language ownership among Singaporean Malays: Going beyond the NS/NNS dichotomy. World Englishes, 26, 424- 445.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
  • Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes, 14, 77-86.
  • Dogancay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24, 253-265. Dooly, M. (2005). How are they? Research into teachers’ attitudes about linguistic diversity. Language Awareness, 14, 97-111.
  • Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34, 65-89.
  • Graddol, D. (1997). The future of English. London: British Council.
  • Grosjean, F (1992). Another view of bilingualism. In R. J. Harris (Ed.), Cognitive processing in bilinguals (pp. 51-62). Amsterdam: Elsevier Science.
  • Holliday, A. (2006). Native-speakerism. ELT Journal, 6, 385-387.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-36). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1997). World Englishes in 2000: Resources for research and teaching. In L. Smith & M. L. Forman (Eds.), World Englishes 2000 (pp. 209-251). Honolulu: University of Hawai’i & East-West Center.
  • Kawanami, S. & Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and senior high school students, Second Language Studies, 27, 1-69.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23, 663-684.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369-377.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.
  • Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24, 80-98.
  • Matsuda, A. (2003a). The ownership of English in Japanese secondary schools. World Englishes, 22, 483-496.
  • Matsuda, A. (2003b). Incorporating World Englishes in teaching English as an international language. TESOL Quarterly, 37, 719-729.
  • Matsuda, A. (2008). Foreword. In S. Dogancay-Aktuna & J. Hardman (Ed.), Global English language teaching and teacher education (pp. v-vii). Alexandria, VA: TESOL.
  • Matsuda, A. (2009). Desirable but not necessary? The place of World Englishes and English as an international language in English teacher preparation programs in Japan. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 169-189). Clevedon, UK: Multilingual Matters.
  • Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context. System, 35, 293-304.
  • Matsuura, H., Chiba, R., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14, 77-86.
  • Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language teachers perceive ELF: A qualitative study. English as an International Language Journal, 5, 137- 146.
  • Saraceni, M. (2010). The relocation of English. London: Palgrave Macmillan.
  • Scales, J., Wennerstrom, A., Richard, D., & HuiWu, S. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40, 715-737.
  • Scovel, T. (2000). A critical review of the critical period research. Annual Review of Applied Linguistics, 20, 213-223.
  • Seargeant, P. (2012). Exploring World Englishes: Language in a global context. London: Routledge.
  • Selvi, F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30, 182- 199.
  • Sifakis, N. C., & Sougari, A. M. (2003). Facing the globalisation challenge in the realm of English language teaching. Language and Education, 17, 59-71.
  • Singh, M., & Han, J. (2010). Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning. Teaching and Teacher Education, 26, 1300-1308.
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377-389.
  • Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
  • Young, T. J., & Walsh, S. (2010). Which English? Whose English? An investigation of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23, 123-137

Yıl 2019, Cilt: 15 Sayı: 1, 123 - 139, 25.03.2019

Sevdeğer Çeçen Hande Serdar Tülüce

https://doi.org/10.17263/jlls.547664

Öz

Kaynakça

  • Ahn, H. (2014). Teachers’ attitudes towards Korean English in South Korea. World Englishes, 33, 195-222.
  • Ahn, H. (2015). Awareness of and attitudes to Asian Englishes: A study of English teachers in South Korea. Asian Englishes, 17, 132-151.
  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56, 57- 64.
  • Ates, B., Eslami, Z.E., & Wright, K. L. (2015). Incorporating world Englishes into undergraduate ESL education courses. World Englishes, 34, 485-501.
  • Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.
  • Baumgardner, R. J. (2009). Teaching World Englishes. In B. Kachru, Y. Kachru, & C. Nelson, The handbook of World Englishes (pp. 661-679). Oxford: Blackwell.
  • Bokhorst-Heng, W. D., Alsagoff, L., McKay, S., & Rubdy, R. (2007). English language ownership among Singaporean Malays: Going beyond the NS/NNS dichotomy. World Englishes, 26, 424- 445.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
  • Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes, 14, 77-86.
  • Dogancay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24, 253-265. Dooly, M. (2005). How are they? Research into teachers’ attitudes about linguistic diversity. Language Awareness, 14, 97-111.
  • Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34, 65-89.
  • Graddol, D. (1997). The future of English. London: British Council.
  • Grosjean, F (1992). Another view of bilingualism. In R. J. Harris (Ed.), Cognitive processing in bilinguals (pp. 51-62). Amsterdam: Elsevier Science.
  • Holliday, A. (2006). Native-speakerism. ELT Journal, 6, 385-387.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-36). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1997). World Englishes in 2000: Resources for research and teaching. In L. Smith & M. L. Forman (Eds.), World Englishes 2000 (pp. 209-251). Honolulu: University of Hawai’i & East-West Center.
  • Kawanami, S. & Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and senior high school students, Second Language Studies, 27, 1-69.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23, 663-684.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369-377.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.
  • Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24, 80-98.
  • Matsuda, A. (2003a). The ownership of English in Japanese secondary schools. World Englishes, 22, 483-496.
  • Matsuda, A. (2003b). Incorporating World Englishes in teaching English as an international language. TESOL Quarterly, 37, 719-729.
  • Matsuda, A. (2008). Foreword. In S. Dogancay-Aktuna & J. Hardman (Ed.), Global English language teaching and teacher education (pp. v-vii). Alexandria, VA: TESOL.
  • Matsuda, A. (2009). Desirable but not necessary? The place of World Englishes and English as an international language in English teacher preparation programs in Japan. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 169-189). Clevedon, UK: Multilingual Matters.
  • Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context. System, 35, 293-304.
  • Matsuura, H., Chiba, R., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14, 77-86.
  • Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language teachers perceive ELF: A qualitative study. English as an International Language Journal, 5, 137- 146.
  • Saraceni, M. (2010). The relocation of English. London: Palgrave Macmillan.
  • Scales, J., Wennerstrom, A., Richard, D., & HuiWu, S. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40, 715-737.
  • Scovel, T. (2000). A critical review of the critical period research. Annual Review of Applied Linguistics, 20, 213-223.
  • Seargeant, P. (2012). Exploring World Englishes: Language in a global context. London: Routledge.
  • Selvi, F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30, 182- 199.
  • Sifakis, N. C., & Sougari, A. M. (2003). Facing the globalisation challenge in the realm of English language teaching. Language and Education, 17, 59-71.
  • Singh, M., & Han, J. (2010). Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning. Teaching and Teacher Education, 26, 1300-1308.
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377-389.
  • Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
  • Young, T. J., & Walsh, S. (2010). Which English? Whose English? An investigation of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23, 123-137
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Sevdeğer Çeçen Bu kişi benim

Hande Serdar Tülüce

Yayımlanma Tarihi 25 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 1

Kaynak Göster

APA Çeçen, S., & Serdar Tülüce, H. (2019). An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies, 15(1), 123-139. https://doi.org/10.17263/jlls.547664
AMA Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. Mart 2019;15(1):123-139. doi:10.17263/jlls.547664
Chicago Çeçen, Sevdeğer, ve Hande Serdar Tülüce. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies 15, sy. 1 (Mart 2019): 123-39. https://doi.org/10.17263/jlls.547664.
EndNote Çeçen S, Serdar Tülüce H (01 Mart 2019) An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies 15 1 123–139.
IEEE S. Çeçen ve H. Serdar Tülüce, “An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English”, Journal of Language and Linguistic Studies, c. 15, sy. 1, ss. 123–139, 2019, doi: 10.17263/jlls.547664.
ISNAD Çeçen, Sevdeğer - Serdar Tülüce, Hande. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies 15/1 (Mart 2019), 123-139. https://doi.org/10.17263/jlls.547664.
JAMA Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. 2019;15:123–139.
MLA Çeçen, Sevdeğer ve Hande Serdar Tülüce. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies, c. 15, sy. 1, 2019, ss. 123-39, doi:10.17263/jlls.547664.
Vancouver Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. 2019;15(1):123-39.