In Incorporatin ing an En Engli lish as s Lin Lingua Fran - - PowerPoint PPT Presentation

In Incorporatin ing an En Engli lish as s Lin Lingua Fran anca (E (ELF) Perspective in into En Engli lish La Language Teac aching (EL (ELT) Cla lassroom

Salam Mairi The University of Edinburgh salamsemangat@gmail.com

(Firth ,1996)

Adapted from Chong (2012)

100 200 300 400 500 600 700 800 900 English

Number of users (million) English Users Lingua-franca users Mother tongue users

‘a contact language between persons who share neither a common native tongue nor a common (national) culture, and for whom English is the chosen foreign language of communication’

Expanding Circle Outer Circle Inner Circle

English = Native language English = Second language English = Foreign language Kachru’s three-circle-model adapted from Crystal, D. (1999)

English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) ELF EFL 1 2 3 4 5 Belongs with Global Englishes Difference perspective Its metaphors: contact and change Code-switching seen as bilingual source Goal: successful intercultural communication 1 2 3 4 5 Belongs with Foreign Languages Deficit perspective Its metaphors: interference and fossilisation Code-switching seen as error resulting from gap in knowledge Goal: successful communication with NESs

*Source: Jenkins (2014, p. 26).

1. What are Japanese and Indonesian university students’ attitudes toward ELF? 2. What factors influence their attitudes towards ELF? 3. What are Japanese and Indonesian university students’ views on incorporating the ELF perspective into ELT classrooms? Through learning about attitudes and their contributing factors, it is possible to figure

• ut how to incorporate an accepted

version of ELF into ELT practices. Positive

learning attitudes

Successful learning Successful teaching process

(Reid, 2003; Visser, 2008)

Due to the shift of the trend in the context from EFL to ELF, then it becomes a new condition where a new conceptual framework is required in order to deal with the ‘conceptual gap’. (Seidlhofer, 2001).

Questionnaire (N=70) Semi-structured Interview (N=4) Verbal Guise Technique / VGT (N=70) *modified

100 54 13 6 6 6 6 3 3 3 17 3 3 11 83 10 20 30 40 50 60 70 80 90 100

Experience travelling abroad (%)

Japan Indonesia

80 86 60 74 91 86 34 49 71 66 49 66 43 74 63 63 6 40 20 40 60 80 100

Japan Indonesia English learning motivations (%) Interest Entertainment Global communication Talking to native Travelling abroad Studying abroad Career prospect Working abroad Being English teacher

Native-focussed Communication- focussed ELF in ELT ELF as a model Overall JP 3.81 3.60 3.29 3.37 3.71 ID 3.53 3.31 3.21 3.25 3.51 2.90 3.00 3.10 3.20 3.30 3.40 3.50 3.60 3.70 3.80 3.90

Attitudes towards ELF

The interview thematic framework

• 1. Attitudes towards English as Lingua Franca

1.Beliefs about global use of English 2.Communication in English

• 2. Incorporating an ELF perspective into ELT

1.Strong attachment to ‘standard’ English as a barrier 2.Moving away from ‘standard’ norm-oriented attitudes 3.ELF in the ELT classroom

Engli lish sh use (int nter erview iew transc nscri ript): ):

P3: Well, I personally do not have aaa, I think that, it has not to be like that, as long as the messag sage e is under erstood stood. As long as not so aaa [IP] the first thing, ooo, aaa it has, it has, it must not emm, maybe, the pronunciation for example, it doesn’t have e to be native-li like e pronunciation, eee (…) what t matte ters s is it must t not make e communication munication breakd akdown wn. I mean misunderstanding like thirty, thirteen, aaa, that that is crucial RIGHT, to misunderstanding. So that kind of thing is important. Other than that fine, as long g as the mess ssag age e crosse

• ssed.

Because ause the fact, the reality, we’re not going to talk or inter eract act with th people le from m Britis itish h only

• r Amer

erican ican only.

Word fr freq equency query ery (Nviv vivo) = = 17 177 7 vs 128 128 Th The e words associated with Eng English as a Lingua Franca (ELF), such as ‘EL ELF’, ‘communication’, ‘different’, and ‘message’ appeared more frequently than the e words associated with a native-like orientation, such as ‘native’, ‘standard’, ‘American’, and ‘Br British’.

Linguistics, cultural, and functional diversity (Matsuda & Friedrich, 2012) Experience to build contact- based attitudes towards alternative models of ‘standard’ English (Dornyei, 2006) It is unreasonable to impose a single restricted pedagogical model to the students while they have

• ptions to choose from,

without pressure from the dominant model (Jenkins, 2006; McKenzie, 2008) Linguistics Cultural Functional

What I’ve learnt?

• ELF and ELT
• Mixed method research design

Then?

• Suggestion for bigger scale study
• PhD proposal
• Joint research

salamsemangat@gmail.com