11. A WE-based English Communication Skills Course at a Turkish University

Bayyurt, Yasemin; Altınmakas, Derya

doi:10.21832/9781847697042-013

Cited by 20 publications

(17 citation statements)

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“…Empirical studies show that WE-driven curricula have generated a positive impact on students' perception of WE. Students provide positive feedback on the new curriculum, and their perspectives about WE have also changed (Bayyurt and Altinmakas 2012;Lee 2012). Regarding a broader impact on policy decision, the newly proposed curriculum changed the program policy in a Turkish university, where graduates of the English undergraduate program need to demonstrate WE-relevant knowledge (Bayyurt and Altinmakas 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Students provide positive feedback on the new curriculum, and their perspectives about WE have also changed (Bayyurt and Altinmakas 2012;Lee 2012). Regarding a broader impact on policy decision, the newly proposed curriculum changed the program policy in a Turkish university, where graduates of the English undergraduate program need to demonstrate WE-relevant knowledge (Bayyurt and Altinmakas 2012). It is hoped that introducing raters to state-of-the-art pedagogical proposals and changes will increase their awareness of English curriculum initiatives and encourage a more neutral attitude towards WE.…”

Section: Discussionmentioning

confidence: 99%

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Rater attitude towards emerging varieties of English: a new rater effect?

Hsu

2019

Lang Test Asia

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Background: A strong interest in researching World Englishes (WE) in relation to language assessment has become an emerging theme in language assessment studies over the past two decades. While research on WE has highlighted the status, function, and legitimacy of varieties of English language, it remains unclear how raters respond to the results of the global spread of English. Also unclear is whether their attitudes towards the varieties of English constitute a biasing factor in the scores they award in English speaking tests. As such, this study investigates the relationship between rater attitudes towards Indian English as an example of WE, as measured by the "rater attitude instrument" (RAI), and scores that raters awarded to IELTS speech samples produced by Indian examinees. Methods: A total of 96 teacher raters rated six IELTS speech samples and then completed the RAI online. Correlation analysis, MANOVA, and Tukey contrasts were performed to test the extent to which rater attitudes towards Indian English as an example of WE affect rater scoring decisions on IELTS speech samples. Results: Moderate to strong correlations were observed between the RAI and IELTS speech sample scores. The MANOVA results suggest significantly different ratings, with the positive attitude group consistently awarding higher scores to IELTS speech samples in comparison to the negative attitude group on all of the four analytic rating criteria. Furthermore, the RAI appears to be a significant predictor of IELTS speech sample scores. Conclusion: A link between rater attitude towards Indian English, as an example of WE, and scoring tendency for Indian examinees may exist in a language assessment context. Thus, as raters reoriented their views, broadened their grasp of WE, and as awareness of WE increased in the language testing community in recent decades, the findings here show that testing agencies must add an understanding of potential rater bias towards WE to the current relevant literature.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Rater attitude towards emerging varieties of English: a new rater effect?

Hsu

2019

Lang Test Asia

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“…Since the beginning of the 21st century, curricular and pedagogical practices that re ect the uid and dynamic use of English by various speakers have been proposed (e.g., Jenkins, 2002;McKay, 2002). Over the past decade, studies have explored the pedagogical implications of English as a language of international communication (e.g., Sifakis, 2009), cultural aspects of ELF (e.g., Baker, 2009Baker, , 2011, and the implications of ELF research for teaching materials (e.g., Bayyurt & Altinmakas, 2012), language testing (e.g., Jenkins, 2006), and teacher education (e.g., Sifakis, 2007). ELF-related research on English pedagogy, curricula, and teaching materials are gaining more and more attention in different parts of the world, across education levels.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Taiwan’s English Curriculum and Teaching Materials from the Perspective of English as a Lingua Franca

Lin¹

2020

Preprint

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This content analysis study explores the extent to which Taiwanese senior high school English curriculum and teaching materials reflect an English as a lingua franca (ELF) perspective. The background for this study is changes to Taiwanese education policy, the development of research into teaching ELF, and the vital role of curriculum and teaching materials in English language learning. Data collected for analysis include Taiwan’s 12-year curriculum guidelines for English education and the teaching materials written in line with the curriculum. These data were examined and discussed within an adapted Global Englishes Language Teaching framework, focusing on representations of targets and norms, goals and criteria, and orientation and ownership. This study shows that, despite the curricular rhetoric of recognition for variations of English, Taiwanese senior high school students are not sufficiently prepared for real-life intercultural communication or to take ownership of English. Alternatives supported by this study include (1) presenting students with diverse users and cultures of English, sources of input, and communication strategies, and (2) engaging students in experimenting with and reflecting on their language use and cultural encounters.

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“…Several universities and secondary schools have increasingly implemented approaches informed by an ELI-oriented teaching in their English language education (Bayyurt & Altinmakas, 2012;D'Angelo, 2012;Lee, 2012). They have fostered a high degree of confidence in Japanese students' English and higher cultural awareness (Lee, 2012).…”

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confidence: 99%

Evaluating the suitability of teaching EIL for the German classroom

Syrbe

2018

Int J App Linguistics

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English has developed into a global language, spoken in numerous varieties and used as a lingua franca worldwide. Consequently, scholars have argued for a shift in English language teaching to an EIL‐oriented approach. This paper examines the suitability of this approach for German secondary schools and shows its relevance for English language teaching in Germany. It further investigates to what extent such an approach can be implemented in Germany based on the curriculum of Germany's most populous state. While the approach ties in well with some components of the curriculum, many elements of teaching English will have to be reconsidered, so that the English classrooms in Germany can move away from the native speaker model towards teaching EIL.

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11. A WE-based English Communication Skills Course at a Turkish University

Cited by 20 publications

References 0 publications

Rater attitude towards emerging varieties of English: a new rater effect?

Rater attitude towards emerging varieties of English: a new rater effect?

Analysis of Taiwan’s English Curriculum and Teaching Materials from the Perspective of English as a Lingua Franca

Evaluating the suitability of teaching EIL for the German classroom

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