Chapter 11 ‘Standard’ English, discourse grammars
      and English language teaching

Bex, Tony

doi:10.1515/9783110206982.2.221

Cited by 6 publications

(5 citation statements)

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“…In comparison, countries in which English is taught as a foreign language (EFL), including Norway, have traditionally looked to native accents for pronunciation models. However, even in the latter contexts, scholars have suggested avoiding so-called standard accents such as SSBE or GenAm as models for learners (e.g., Bex 2008;Dalton-Puffer et al 1997;Dürmüller 2008) because, as Bex argues, these accents are "imbued with the cultures of their origin", and following these norms might mean "implicitly signalling that they wish to convey the values of such native speakers" (2008: 233). These codified accents are, however, the most recognisable among non-native speakers; identification tasks show that SSBE and GenAm are geographically identified to a larger extent than varieties such as Australian English, Scottish English or Cockney (Dalton-Puffer et al 1997;Ladegaard 1998 …”

Section: Attitudes and Learner Models In Non-native Environmentsmentioning

confidence: 99%

Questioning English standards: Learner attitudes and L2 choices in Norway

Rindal¹

2014

Multilingua

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This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible English accent and the preferred L2 choice, Standard Southern British English remains the most prestigious English accent and retains its position as a formal English language teaching standard. However, not all learners want to convey the social meanings attributed to these widely identified English varieties, and therefore aim towards a "neutral" variety of English not associated with any native-Englishspeaking people or culture. The avoidance of standard varieties as L2 targets suggests that the tradition of questioning standard language norms in Norway is mirrored in L2 practices. The investigations into social motivations for L2 behaviour contribute to the ongoing discourse on the global spread and local appropriation of English. The results have implications for English language educators, who must meet the needs of proficient learners in an environment with increased intra-national use of English and no explicit model of pronunciation.

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Section: Attitudes and Learner Models In Non-native Environmentsmentioning

confidence: 99%

Questioning English standards: Learner attitudes and L2 choices in Norway

Rindal¹

2014

Multilingua

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“…Based on the discussions of the contributions of this doctoral thesis, it seems clear that presenting native accents of English as "correct" and asking adolescent students to imitate these in the English L2 classroom is problematic, as also suggested by scholars within a framework of English as an international language (Bex, 2008;Dürmüller, 2008;Jenkins, 2006). For some students, imitating a native speaker implies not just putting on an accent, but also putting on an identity.…”

Section: Implications For Teaching Englishmentioning

confidence: 89%

“…However, scholars had suggested avoiding the so-called "standard" accents such as SSBE or GenAm as models for learners (e.g. Bex, 2008;Dürmüller, 2008) because these accents are "imbued with the cultures of their origin" and following these norms might mean "implicitly signalling that they wish to convey the values of such native speakers" (Bex, 2008, p. 233).…”

Section: Reviewmentioning

confidence: 99%

PhD revisited: Meaning in English

Rindal¹

2019

English Didactics in Norway

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This chapter reports a doctoral study (Rindal, 2013) that investigated L2 practices in a English language teaching (ELT) context using a theoretical and methodological framework at the intersection of linguistics and education. The results suggest that Norwegian learners can express local and individual identity through English. The chapter discusses the implications of such L2 social meanings for the teaching of English in Norway, and presents suggestions for future research.KEYWORDS pronunciation | language attitudes | social practice | English as a global language 1. The chapter presents the overall results of a doctoral study (Rindal, 2013) from the University ofOslo. This is an article-based thesis with three published articles (Rindal, 2010(Rindal, , 2014Rindal & Piercy, 2013). The doctoral thesis in its entirety -with theoretical, methodological and empirical details -can be found here: https://www.duo.uio.no/handle/10852/65151 16 PHD REVISITED: MEANING IN ENGLISH

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“…The new norms are in tune with the requisites of the sociocultural contexts in which the forms themselves are used. After all, if context is a determining factor in the choice of grammatical form, then the context in which the interaction takes place between ELF users should determine the grammar they adopt (Bex, 2008). To think otherwise is to assume that the procedural system is capable of automatically generating novel linguistic forms from its repertoire of implicit 'routines' in the second language, which does not seem likely for a system designed for nonconscious knowledge of a habitual essence, characterized by unintentional retrieval--not to mention the fact that adult ELF users do not normally have proper access to this type of knowledge in English (see Ullman, 2004 above).…”

Section: The Sociolinguistic Implications Of Declarative Knowledge-bamentioning

confidence: 99%

Beyond ENL norms in ELF use

Alptekin¹

2011

ARAL

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This article presents a cognitively-oriented account of the qualitative differences between ENL (English as a native language) and ELF (English as a lingua franca) users. Based on the declarativeprocedural model of second language acquisition, it examines the linguistic and sociolinguistic implications of ELF users' dependence on their declarative memory system, with its corresponding explicit knowledge and controlled processes of cognition subserving the production of their output in English. In contrast, it points to ENL speakers' output being sustained by both their procedural and declarative memory systems, with their corresponding implicit and explicit knowledge types that interact through automatic and controlled processes. Given the differences in the underlying cognitive resources and processes in output production, it concludes that the prevailing practice of assessing ELF users' output in relation to ENL norms is simply irrelevant.

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Chapter 11 ‘Standard’ English, discourse grammars and English language teaching

Cited by 6 publications

References 0 publications

Questioning English standards: Learner attitudes and L2 choices in Norway

Questioning English standards: Learner attitudes and L2 choices in Norway

PhD revisited: Meaning in English

Beyond ENL norms in ELF use

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