English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners

Si, Jinghui

doi:10.1080/13488678.2018.1544700

Cited by 21 publications

(13 citation statements)

References 66 publications

(87 reference statements)

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“…Second, teaching materials, language assessment, and English teacher education are the three barriers for the formation of ELF concepts [54,55]. At the current stage, there is something we as English teachers can do.…”

Section: Implications For English Teaching Practices In Macaomentioning

confidence: 99%

University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society

Zeng¹,

Wallace²,

Fan³

et al. 2022

Sustainability

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The present study investigated Macao university students’ attitudes towards English as a Lingua Franca (ELF). Macao maintains a diverse multilingual society, with speakers from several cultures converging into one city for work and travel. Traditionally, the common languages of communication have been Chinese and Portuguese, due to Macao’s historical connection with both mainland China and Portugal. However, with the development of tourism and economy, English has become a lingua franca in the city. Despite this, it is unclear what attitudes are held about ELF and whether these attitudes may differ according to academic interest, academic background, and experience with intercultural communication. To address this need, 303 university students completed a survey measuring attitudes towards ELF on five dimensions. Afterwards, nine participants were interviewed to expand on their survey responses. The descriptive results indicated that in general Macao university students’ attitudes towards ELF were positive in many aspects, but also included conservative attitudes. Results from t-tests showed that English minors, local Macao students, and students who have overseas intercultural communication experience held more positive attitudes towards ELF than English majors, mainland Chinese students, and those without overseas experience, respectively. Implications for English teaching in Macao are discussed.

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Section: Implications For English Teaching Practices In Macaomentioning

confidence: 99%

University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society

Zeng¹,

Wallace²,

Fan³

et al. 2022

Sustainability

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“…Thus, in the context of English learning, the learning target the students have to attain is to speak English with native-like skills (Choi, 2016). On the contrary, the latter does not force students to reach native-like norms, but it guides students to the abilities to use English across cultures (Chan, 2020;Fang, 2017;Galloway, 2017;Si, 2018). As the foregoing, intelligibility and comprehensibility are central to be the yardsticks of students' English.…”

Section: Communicative Competencementioning

confidence: 99%

English Speaking Lecturers’ Performances of Communication Strategies and Their Efforts to Improve Students’ Communicative Competence

Noviyenty¹,

Morganna²,

Fakhruddin³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.</p>

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“…As regards willingness to use a language variety, multilingual individuals' selected language practices concerning a particular variety may be affected by their language attitudes towards that variety [50] and also by the ideal selves they envisage in their future life [51]. Shan and Xu [49] have also found a Chinese learner of French (as is spoken in France) who worked in Brussels uninterested in learning or picking up Belgian French, because he did not have a strong desire for integrating into the mainstream community.…”

Section: Selected Language Practices Of Multiple Varietiesmentioning

confidence: 99%

Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education

Shan

2021

Sustainability

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In multilingual education for sustainable personal development, compared with that of multiple languages, the teaching and learning of multiple varieties of a language has been underexplored as a special and important form of multilingualism. In this article, we examine the linguistic, psychological, and social characteristics of multiple variety learning, as compared with multiple language learning. Linguistically, acquisition of language varieties is a process of assimilating variants from a new variety into an earlier variety, which serves as a prototype system. Such assimilation is a psychological project of form-meaning interface development, which may follow the patterns of structural multiplication, conceptual involution, conceptual evolution, or/and conceptual transfer. When multiple language varieties are actually used in social contexts, multilingual individuals’ selected language practices may be supported by their combined linguistic resources from multiple varieties rather than depend on a single variety despite its dominance in a given situation. These characteristics carry pedagogical implications for sustainable multilingual education, particularly for the teaching and learning of foreign languages that have multiple varieties.

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English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners

Cited by 21 publications

References 66 publications

University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society

University Students’ Attitudes towards English as a Lingua Franca in a Multilingual Sustainable Society

English Speaking Lecturers’ Performances of Communication Strategies and Their Efforts to Improve Students’ Communicative Competence

Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education

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