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Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES)

Yıl 2019, Cilt: 15 Sayı: 1, 158 - 173, 25.03.2019

İrfan Tosuncuoğlu Özkan Kırmızı

https://doi.org/10.17263/jlls.547692

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Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES)

The rapid proliferation of English as a medium of communication has sparked large-scale debate on the role of English and the terminology in order to define various concepts, such as ELF, WE, EIL, etc. The paradigms of English as a Lingua Franca (ELF) and World Englishes (WEs) are sometimes considered to be confusing to differentiate between, and in addition these terms are often used interchangeably. In order to obtain the perceptions of the instructors and students towards ELF and WEs, a questionnaire was implemented in a state university. The questionnaire consisted of both close-ended and open-ended questions and the research encompasses qualitative and quantitative data. The participants were 44 English Instructors and 104 students of the English Language and Literature Department. The instructors of English ranged in age between 23 to 51 and the students were aged 18 to 25. The total number of participants was 148.

Information about Author(s)*

Author 1

Author
(Last name, First name)

 Tosuncuoğlu, İrfan

Affiliated
institution (University)

 Karabük University

Country

 Turkey

Email
address

 irtosun@yahoo.com

Department
& Rank

 

Corresponding author (Yes/No)


Write only one corresponding author.

 No

Author 2

Author
(Last name, First name)

 Kırmızı, Özkan

Affiliated
institution (University)

 Karabük University

Country

 Turkey

Email
address

 ozkankirmizi@gmail.com

Department
& Rank

 

Corresponding
author (Yes/No)

 Yes

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 English as a Lingua Franca learning

Kaynakça

  • Alptekin. C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. doi: 10.1093/elt/56.1.57
  • Ary, D., Jacobs, L. C., Sorensen C. & Razavieh A. (2010). Introduction to research in education. CA: Nelson Education LTD.
  • Bamgbose, A. (1998). Torn between the norms: Innovations in world Englishes. World Englishes, 17(1), 1-14.
  • Bayyurt, Y. (2008). A lingua franca or an international language: The status of English in Turkey. ELF Forum, Helsinki, Finland.
  • Bolton, K. (2004). World Englishes. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 369-396). Oxford, England: Blackwell.
  • Brutt-Griffler, J. (2002). World Englishes: A study of its development. Clevedon: Multilingual Matters. Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Collentine, J., Freed, B. F. (2004). Learning context and its effects on second language acquisition. Studies in Second Language Acquisition, 26, 153–171.
  • Cook, V. (2008). Second Language Learning and Language Teaching (4th ed), UK, Hodder Education.
  • Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University Press.
  • Davies, A. (1991). The native speaker in applied linguistics. Edinburgh, Scotland: Edinburgh University Press.
  • Deniz, E.B., Özkan,Y., & Bayyurt, Y.(2016). English as a Lingua Franca: Reflections on ELF-Related Issues by PreService English Language Teachers in Turkey. The Reading Matrix: An International Online Journal, Volume 16, Number 2, September 2016.
  • Dewey, M. & Patsko, L. (2017). ELF and Teacher Education [Chapter 35]. In Jenkins, J., Baker, W., & Dewey, M. (Eds.). Handbook of English as a Lingua Franca. Published by Routledge.
  • Flowerdew, L.J. (2015). Adjusting pedagogically to an ELF world: An ESP perspective, In Y. Bayyurt and S. Akcan (eds.) Current Perspectives on Pedagogy for English as a Lingua Franca. Berlin: De Gruyter.
  • Firth, A. (1996). The discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26. 237–259.
  • Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language’? London: British Council.
  • He, D. (2015). University students’ and teachers’ perceptions of China English and world Englishes: Language attitudes and pedagogic implications, The Asian Journal of Applied Linguistics, 2(2), 65- 76.
  • House, J. (1999). Misunderstanding in intercultural communication: Interactions in English as a lingua franca and the myth of mutual intelligibility. In C. Gnutzmann (Ed.), Teaching and learning English as a global language (pp. 73-89). Tübingen: Stauffenburg.
  • Jenkins, J. (2003). World Englishes: A resource book for students. London & New York: Routledge.
  • Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a Lingua Franca: interpretations and attitudes. World Englishes, 28 (2), 200-207.
  • Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a Lingua Franca. Language Teaching, 44(3), 281-315. doi:10.1017/S0261444811000115
  • Jenkins, J. (2017). ELF and WE: Competing or complementing paradigms?Eds. L. E.Ling and A. Pakir in World Englishes: Re-thinking Paradigms. Publisher: Routledge
  • Inceçay, G., & Akyel, A.S., (2014). Turkish EFL teachers’ perceptions of English as a Lingua Franca. Turkish Online Journal of Qualitative Inquiry, 5(1), 1-12. doi: 10.17569/tojqi.84118
  • Kachru, B. B. (1985). Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle. World Englishes, 20 (3), 365-381.
  • Kachru, B. B. (1992). The other tongue (2nd ed.). Urbana, Chicago: University of Illionis Press.
  • Kachru, B. (1996). Models for nonnative Englishes. In Braj B. Kachru (eds), The Other Tongue: English across Cultures. Delhi: Oxford University Press. (pp. 48-74).
  • Kırmızı, Ö. & Kırmızı, G. D. (2017). “Language and Foreign/Second Language Concepts.” In A. Sarıçoban (Ed.), ELT Methodology. Ankara: Anı Yayıncılık.
  • Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, 1-131
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Kirkpatrick, A. (2010). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44, 212-224.
  • Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 16-31). Cambridge: Cambridge University Press.
  • Lowenberg, P. (2002). Assessing English proficiency in the expanding circle. World Englishes, 21, 431–35.
  • Mair, C. (2003). The Politics of English as a World Language. Amsterdam: Rodopi.
  • Marlina, R. (2014). The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues, In Marlina, R. & Giri, R.A.(eds.) The pedagogy of English as an international language: Perspectives from scholar, teachers, and students, Clayton: Springer.
  • Matsuda, A. (2000). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). Purdue University, West Lafayette, Indiana.
  • Matsuda, A. (2012). Teaching English as an international language: principles and practice. Clevedon, UK: Multilingual Matters.
  • McKay, S. L. (2002). Teaching English As an International Language: Rethinking Goals and Approaches. Oxford: Oxford UP.
  • Medgyes, P. (1994). Non-natives in ELT. London: Macmillan.
  • Mesthrie, R. and Bhatt, M., R. (2008). World Englishes: The Study of New Linguistic Varieties. UK: Cambridge University Press.
  • Mollin, S. (2006). Euro-English. Assessing Variety Status.Tübingen: Narr.
  • Paradowski, Michal B. (2008), Winds of Change in the English Language: Air of Peril for Native Speakers?, Novitas-Royal, 2 (1), 92-119.
  • Quirk, R. (1985). The English language in a global context. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and the literatures (pp. 1-6). Cambridge, England: Cambridge University Press.
  • Quirk, R. (1990). Language varieties and standard language. English Today, 6(1), 3-10.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24. 209–239.
  • Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English. Strasbourg: Council of Europe.
  • Seidlhofer, B. (2005). Key concepts in ELT: English as a lingua franca. ELT Journal, 59(4), 339-341.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Sharifian, F. (2009). English as an International Language: Perspectives and Pedagogical Issues. Bristol: Multilingual Matters.
  • Tosuncuoğlu, İ. (2017). Non-Native & Native English Teachers. Journal of History Culture and Art Research, 6(6), 634-638. doi:http://dx.doi.org/10.7596/taksad.v6i6.573
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.

Yıl 2019, Cilt: 15 Sayı: 1, 158 - 173, 25.03.2019

İrfan Tosuncuoğlu Özkan Kırmızı

https://doi.org/10.17263/jlls.547692

Öz

Kaynakça

  • Alptekin. C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. doi: 10.1093/elt/56.1.57
  • Ary, D., Jacobs, L. C., Sorensen C. & Razavieh A. (2010). Introduction to research in education. CA: Nelson Education LTD.
  • Bamgbose, A. (1998). Torn between the norms: Innovations in world Englishes. World Englishes, 17(1), 1-14.
  • Bayyurt, Y. (2008). A lingua franca or an international language: The status of English in Turkey. ELF Forum, Helsinki, Finland.
  • Bolton, K. (2004). World Englishes. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 369-396). Oxford, England: Blackwell.
  • Brutt-Griffler, J. (2002). World Englishes: A study of its development. Clevedon: Multilingual Matters. Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Collentine, J., Freed, B. F. (2004). Learning context and its effects on second language acquisition. Studies in Second Language Acquisition, 26, 153–171.
  • Cook, V. (2008). Second Language Learning and Language Teaching (4th ed), UK, Hodder Education.
  • Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University Press.
  • Davies, A. (1991). The native speaker in applied linguistics. Edinburgh, Scotland: Edinburgh University Press.
  • Deniz, E.B., Özkan,Y., & Bayyurt, Y.(2016). English as a Lingua Franca: Reflections on ELF-Related Issues by PreService English Language Teachers in Turkey. The Reading Matrix: An International Online Journal, Volume 16, Number 2, September 2016.
  • Dewey, M. & Patsko, L. (2017). ELF and Teacher Education [Chapter 35]. In Jenkins, J., Baker, W., & Dewey, M. (Eds.). Handbook of English as a Lingua Franca. Published by Routledge.
  • Flowerdew, L.J. (2015). Adjusting pedagogically to an ELF world: An ESP perspective, In Y. Bayyurt and S. Akcan (eds.) Current Perspectives on Pedagogy for English as a Lingua Franca. Berlin: De Gruyter.
  • Firth, A. (1996). The discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26. 237–259.
  • Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language’? London: British Council.
  • He, D. (2015). University students’ and teachers’ perceptions of China English and world Englishes: Language attitudes and pedagogic implications, The Asian Journal of Applied Linguistics, 2(2), 65- 76.
  • House, J. (1999). Misunderstanding in intercultural communication: Interactions in English as a lingua franca and the myth of mutual intelligibility. In C. Gnutzmann (Ed.), Teaching and learning English as a global language (pp. 73-89). Tübingen: Stauffenburg.
  • Jenkins, J. (2003). World Englishes: A resource book for students. London & New York: Routledge.
  • Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a Lingua Franca: interpretations and attitudes. World Englishes, 28 (2), 200-207.
  • Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a Lingua Franca. Language Teaching, 44(3), 281-315. doi:10.1017/S0261444811000115
  • Jenkins, J. (2017). ELF and WE: Competing or complementing paradigms?Eds. L. E.Ling and A. Pakir in World Englishes: Re-thinking Paradigms. Publisher: Routledge
  • Inceçay, G., & Akyel, A.S., (2014). Turkish EFL teachers’ perceptions of English as a Lingua Franca. Turkish Online Journal of Qualitative Inquiry, 5(1), 1-12. doi: 10.17569/tojqi.84118
  • Kachru, B. B. (1985). Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle. World Englishes, 20 (3), 365-381.
  • Kachru, B. B. (1992). The other tongue (2nd ed.). Urbana, Chicago: University of Illionis Press.
  • Kachru, B. (1996). Models for nonnative Englishes. In Braj B. Kachru (eds), The Other Tongue: English across Cultures. Delhi: Oxford University Press. (pp. 48-74).
  • Kırmızı, Ö. & Kırmızı, G. D. (2017). “Language and Foreign/Second Language Concepts.” In A. Sarıçoban (Ed.), ELT Methodology. Ankara: Anı Yayıncılık.
  • Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, 1-131
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Kirkpatrick, A. (2010). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44, 212-224.
  • Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 16-31). Cambridge: Cambridge University Press.
  • Lowenberg, P. (2002). Assessing English proficiency in the expanding circle. World Englishes, 21, 431–35.
  • Mair, C. (2003). The Politics of English as a World Language. Amsterdam: Rodopi.
  • Marlina, R. (2014). The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues, In Marlina, R. & Giri, R.A.(eds.) The pedagogy of English as an international language: Perspectives from scholar, teachers, and students, Clayton: Springer.
  • Matsuda, A. (2000). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). Purdue University, West Lafayette, Indiana.
  • Matsuda, A. (2012). Teaching English as an international language: principles and practice. Clevedon, UK: Multilingual Matters.
  • McKay, S. L. (2002). Teaching English As an International Language: Rethinking Goals and Approaches. Oxford: Oxford UP.
  • Medgyes, P. (1994). Non-natives in ELT. London: Macmillan.
  • Mesthrie, R. and Bhatt, M., R. (2008). World Englishes: The Study of New Linguistic Varieties. UK: Cambridge University Press.
  • Mollin, S. (2006). Euro-English. Assessing Variety Status.Tübingen: Narr.
  • Paradowski, Michal B. (2008), Winds of Change in the English Language: Air of Peril for Native Speakers?, Novitas-Royal, 2 (1), 92-119.
  • Quirk, R. (1985). The English language in a global context. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and the literatures (pp. 1-6). Cambridge, England: Cambridge University Press.
  • Quirk, R. (1990). Language varieties and standard language. English Today, 6(1), 3-10.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24. 209–239.
  • Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English. Strasbourg: Council of Europe.
  • Seidlhofer, B. (2005). Key concepts in ELT: English as a lingua franca. ELT Journal, 59(4), 339-341.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Sharifian, F. (2009). English as an International Language: Perspectives and Pedagogical Issues. Bristol: Multilingual Matters.
  • Tosuncuoğlu, İ. (2017). Non-Native & Native English Teachers. Journal of History Culture and Art Research, 6(6), 634-638. doi:http://dx.doi.org/10.7596/taksad.v6i6.573
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

İrfan Tosuncuoğlu

Özkan Kırmızı

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

Kaynak Göster

APA Tosuncuoğlu, İ., & Kırmızı, Ö. (2019). Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies, 15(1), 158-173. https://doi.org/10.17263/jlls.547692
AMA Tosuncuoğlu İ, Kırmızı Ö. Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies. Mart 2019;15(1):158-173. doi:10.17263/jlls.547692
Chicago Tosuncuoğlu, İrfan, ve Özkan Kırmızı. “Views of University Instructors and Students on English As a Lingua Franca (ELF) and World Englishes (WES)”. Journal of Language and Linguistic Studies 15, sy. 1 (Mart 2019): 158-73. https://doi.org/10.17263/jlls.547692.
EndNote Tosuncuoğlu İ, Kırmızı Ö (01 Mart 2019) Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies 15 1 158–173.
IEEE İ. Tosuncuoğlu ve Ö. Kırmızı, “Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES)”, Journal of Language and Linguistic Studies, c. 15, sy. 1, ss. 158–173, 2019, doi: 10.17263/jlls.547692.
ISNAD Tosuncuoğlu, İrfan - Kırmızı, Özkan. “Views of University Instructors and Students on English As a Lingua Franca (ELF) and World Englishes (WES)”. Journal of Language and Linguistic Studies 15/1 (Mart 2019), 158-173. https://doi.org/10.17263/jlls.547692.
JAMA Tosuncuoğlu İ, Kırmızı Ö. Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies. 2019;15:158–173.
MLA Tosuncuoğlu, İrfan ve Özkan Kırmızı. “Views of University Instructors and Students on English As a Lingua Franca (ELF) and World Englishes (WES)”. Journal of Language and Linguistic Studies, c. 15, sy. 1, 2019, ss. 158-73, doi:10.17263/jlls.547692.
Vancouver Tosuncuoğlu İ, Kırmızı Ö. Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies. 2019;15(1):158-73.