Yıl: 2019 Cilt: 15 Sayı: 1 Sayfa Aralığı: 123 - 139 Metin Dili: İngilizce DOI: 10.17263/jlls.547664 İndeks Tarihi: 08-01-2020

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

Öz:
This study investigated World Englishes from the perspectives of non-native pre-service teachers in Turkey. Morespecifically, the study explored how EFL pre-service teachers evaluated speakers from different countries oforigin, representing the different circle in Kachru’s (1985) model, either positively or negatively. To elicit theirperceptions of the speakers’ English accents, we asked them to listen to audio-recordings of six different speakersrepresenting Kachru’s Three Circles of English, reading the same passage, and then to discuss which variety theywere familiar with and which one they would prefer. Pre-service teachers’ orientations towards speakers fromdifferent varieties emerged under the following themes: (i) native speakerism, (ii) intelligibility, (iii) reference toown 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 broadentheir experience of varieties, and even to develop a potential ownership, they still revealed a tendency to conformto the native-speaker norms and to rate speaker intelligibility according to these norms. We argue that revisitinglanguage teacher education programmes to address the current sociolinguistic reality of English is a must.
Anahtar Kelime:

Konular: Dil ve Dil Bilim

İngilizce öğretmen adaylarının İngilizcenin üç farklı grubuna dair tutumları

Öz:
Bu çalışma Dünya İngilizcelerini Türkiye'deki İngilizce öğretmen adaylarının bakış açısından araştırmıştır. Çalışmada, Kachru'nun (1985) modelinde farklı grupları temsil eden farklı ülke orijininden gelen konuşmacıların öğretmen adayları tarafından olumlu ya da olumsuz olarak nasıl değerlendirildiği incelenmiştir. Öğretmen adaylarının konuşmacıların İngilizce aksanlarına dair algılarını ortaya çıkartmak adına, kendilerinden Kachru'nun modelinde üç grup İngilizceyi temsil eden altı farklı konuşmacının bir metni okurken kaydedilmiş ses dosyalarını dinlemeleri ve İngilizcenin hangi çeşitliliğine daha aşina olduklarını, hangisini tercih ettiklerini tartışmaları istenmiştir. Öğretmen adaylarının farklı çeşitlilikten gelen konuşmacılara dair yönelimleri şu temalarda ortaya çıkmıştır: (i) anadili konuşurluğu (ii) anlaşılırlık (iii) kendi deneyimine gönderme (iv) olası aidiyet (v) olası mesleki farkındalık. Çalışma sonuçları gösteriyor ki öğretmen adayları farklı İngilizce çeşitliliklerine dair bir farkındalık geliştirmeye, çeşitliliklere dair deneyimlerini arttırmaya, hatta olası bir aidiyet geliştirmeye başlamış olmalarına rağmen hala anadili konuşuru normlarına intibak etme eğilimi göstermekte ve konuşmacı anlaşılırlığını da bu normlara göre değerlendirmekteler. İngilizcenin güncel sosyodilbilimsel gerçekliğinin yabancı dil öğretmen eğitimi programlarında yeniden değerlendirilmesinin kaçınılmaz olduğunu düşünmekteyiz.
Anahtar Kelime:

Konular: Dil ve Dil Bilim
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • 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.
APA ÇEÇEN S, SERDAR TÜLÜCE H (2019). An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. , 123 - 139. 10.17263/jlls.547664
Chicago ÇEÇEN Sevdeğer,SERDAR TÜLÜCE HANDE An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. (2019): 123 - 139. 10.17263/jlls.547664
MLA ÇEÇEN Sevdeğer,SERDAR TÜLÜCE HANDE An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. , 2019, ss.123 - 139. 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. . 2019; 123 - 139. 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. . 2019; 123 - 139. 10.17263/jlls.547664
IEEE ÇEÇEN S,SERDAR TÜLÜCE H "An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English." , ss.123 - 139, 2019. 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". (2019), 123-139. https://doi.org/10.17263/jlls.547664
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. 10.17263/jlls.547664
Chicago 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, no.1 (2019): 123 - 139. 10.17263/jlls.547664
MLA 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, vol.15, no.1, 2019, ss.123 - 139. 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. 2019; 15(1): 123 - 139. 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 - 139. 10.17263/jlls.547664
IEEE 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, 15, ss.123 - 139, 2019. 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 (2019), 123-139. https://doi.org/10.17263/jlls.547664