Issues of intelligibility in world Englishes and EIL contexts

Bayyurt, Yasemin

doi:10.1111/weng.12327

Cited by 11 publications

(14 citation statements)

References 17 publications

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“…Speech understandability. Following Smith and Nelson [84], Kachru and Smith [67], Nejjari et al [27,28], Bayyurt [85], and Berns [86] three questions were used to measure speech understandability and more specifically the ability (1) to literally recognize words (intelligibility), (2) to understand the meaning of the words within the context (comprehensibility), and (3) to understand the intention of the speaker / purpose of the message (interpretability) (see screenshots of questionnaire questions S4-6).…”

Section: Plos Onementioning

confidence: 99%

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

et al. 2020

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How well L2 English is understood and how L2 English speakers perceive one another within varying communication contexts has been studied relatively rarely, even though most speakers of English in the world are L2 speakers. In this matched-guise experiment (N = 1699) the effects of L1 and L2 English accents and communication context were tested on speech understandability (intelligibility, comprehensibility, interpretability) and speaker evaluations (status, affect, dynamism). German (N = 617), Spanish (N = 540), and Singaporean listeners (N = 542) were asked to evaluate three accents (Dutch-accented English, standard British English, standard American English) in three communication contexts (Lecture, Audio Tour, Job Pitch). The main finding is that the Dutch-accented English accent was understood as well as the two L1 English accents. Furthermore, Dutch-accented English evoked equally positive evaluations to the two L1 English accents in German listeners, and more positive evaluations than the two L1 English accents in Spanish and Singaporean listeners. These results suggest that accent training aimed at achieving an L1 English accent may not always be necessary for (Dutch) English language learners, especially when they are expected to mostly interact with other L2 speakers of English. More generally, our results indicate that L2 English speakers' understanding and their evaluation of L1 and L2 Englishes would not seem to reflect traditional language norms. Instead, they seem to reflect the socio-cultural embedding of a language norm in a Lingua Franca English speech community that does not view accent varieties as a hindrance to successful communication.

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Section: Plos Onementioning

confidence: 99%

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

et al. 2020

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“…Any radical changes in ELT pedagogy must first be dealt with in individual teachers' mindsets (Bayyurt and Sifakis, 2015b). To this end Bayyurt and Sifakis proposed an ELF/EIL-aware teacher education model (Sifakis, 2014;Bayyurt and Sifakis, 2015a, b;Sifakis & Bayyurt, 2015, 2018 inspired by Sifakis's (2007) earlier model for training ELF-aware teachers. This ELF-aware teacher education model was developed for in-service teachers and was applied for the first time in Bayyurt and Sifakis's teacher development project (ELFTEd) conducted in Turkey and Greece.…”

Section: Elf-aware Teacher Education Modelmentioning

confidence: 99%

“…Instead, further engagement with teachers is required to equip teachers to confront the current realities of ELT as well as better incorporate ELF into their professional development (Dewey, 2014). For instance, ELF-related courses should be incorporated into teacher education programs to educate teachers about ELF and ELF-aware pedagogy through reflection (Kemaloğlu-Er and Bayyurt, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…ELF, then, has taken on a life of its own, free to a significant degree from the norms established by its native speakers (Seidlhofer, 2004). With such complexity, ELF has triggered controversies about issues including the status of NESTs and NNESTs, the strong deference to Standard English and hegemonic native speaker norms in ELT classrooms, the importance of intelligibility in interactions, the ownership of English, and the validity of intercultural communicative competence (Bayyurt, 2018). This global triumph of ELF holds many implications for the agenda of language pedagogy and language teacher education.…”

Section: Introductionmentioning

confidence: 99%

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ELF-awareness in Pre-service English Language Teacher Education: A Case Study from Turkey

Deniz¹,

Özkan²,

Bayyurt³

2019

HUJE

Self Cite

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İngilizcenin dünya dili olarak taşıdığı rol hiç kuşkusuz ki İngiliz Dili Eğitimi ve İngiliz Dili Eğitimi öğretmen yetiştirme programları gibi birçok alanda son derece önem taşımaktadır. İngilizce öğretiminde geleneksel yaklaşımların yanı sıra İngilizcenin günümüzde edinmiş olduğu ortak dil rolüne uygun yeni yaklaşımlara ihtiyaç duyulmaktadır. Bu ihtiyaç İngilizce öğretmeni yetiştirme programında da doğrudan yeni yaklaşımlar edinilmesi gerektiğini ortaya koymaktadır. Öğretmen adaylarının İngilizceyi "standart dil" olarak öğretmek yerine "ortak dil" olarak öğretmeleri ve bu konunun gerektirdiği birtakım yaklaşımları edinmeleri ve bu bağlamda farkındalık kazanmaları, öğretmen yetiştirme programında yeni bakış açıları kazanılması ihtiyacını beraberinde getirmiştir. Bu çalışma, hizmet öncesi İngilizce öğretmeni yetiştirme programı bünyesinde bulunan yabancı dil öğretmen adaylarının Ortak Dil Olarak İngilizce (ODİ) yaklaşımının farkındalığını yaratarak, beraberlerinde getirdikleri kalıplaşmış inanç sistemlerini yansıtıcı öğrenme teknikleri vasıtasıyla sorgulayarak global ve sosyal farkındalıklarını geliştirmeyi hedeflemektedir. Bu bağlamda, daha önce hizmet içi eğitim programında uygulanmış olan bir modelin hizmet öncesi öğretmen yetiştirme programındaki yansımaları incelenmiştir. Çalışmanın bulguları göstermektedir ki, öğretmen adaylarının ODİ eğitim öncesi ve sonrası algıları göze çarpan oranda değişiklik göstermiştir. Sonuçlar göstermektedir ki, yabancı dil öğretmen yetiştirme programları ODİ bilincini yaratmaya ve geliştirmeye yönelik ders içeriklerini adapte etme veya bu hususla ilgili ders ekleyerek bu konunun önemini müfredatlarına yansıtmaları son derece önemlidir. Bu hususta başka hizmet öncesi öğretmen yetiştirme programlarında da benzer çalışmalar da yürütülebilir. Anahtar Kelimeler: İngilizcenin ortak dil olarak kullanılması (ODİ), İngilizce öğretmeni yetiştirme programı, ODİ farkındalığı ve öğretmen yetiştirme, ODİ pedagojisi

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“…Furthermore, a respectable percentage of teachers expressed that they were neutral regarding the role of accuracy. The teachers indicated that they did not see accuracy vital for successful communication since they were in multilingual/multicultural context where the significant thing was the intelligibility of the message (Bayyurt, 2018).…”

Section: Teacher Responsesmentioning

confidence: 99%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

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Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an "English as a lingua franca" (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers' beliefs about ELF in pedagogical practice in three different countries -Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers' awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.

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Issues of intelligibility in world Englishes and EIL contexts

Cited by 11 publications

References 17 publications

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

ELF-awareness in Pre-service English Language Teacher Education: A Case Study from Turkey

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

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