Nurturing global listeners: increasing familiarity and appreciation for world Englishes

Morrison, Richard; White, Mathew A.

doi:10.1111/j.0083-2919.2005.00417.x

Cited by 15 publications

(9 citation statements)

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“…The internationalization on campus may have created abundant opportunities for ELF exposure and interaction in the classroom and/or outside the classroom and very likely helped shape supportive attitude toward ELF. The results echo findings in Morrison & White [18], in which components that helped shape students' favorable attitude in the World English Program in Chukyo were found to be related to the bounty opportunities for students to be familiar with different English varieties.…”

Section: A Discussionsupporting

confidence: 81%

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Impact of International Education on Students Attitude toward English as Lingua Franca

Wang¹,

Ho²

2013

Proceedings of the 2013 International Academic Workshop on Social Science (IAW-SC-13)

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Abstract-English has long been widely used as a lingua franca (ELF) for intercultural communication and inevitably evolved into various varieties due to its nativisation and localization in different contexts. Its recognition and acceptance, accordingly, are crucial for successful intercultural communication, a goal of international education in higher educational settings. Much research on ELF or world Englishes has been conducted and has findings related to attitudes toward the sociolinguistic reality due to the use of ELF. However, sporadic studies have been conducted on attitudes towards ELF of the students in settings where international education of different forms are provided, and none has been done to compare impacts of these forms on students' ELF attitudes. Therefore, the study introduced in this paper aimed to investigate ELF attitudes of students studying in two types of programs in the same university, one type (the first type) with English as instructional means for all courses and to local students and their international classmates and the other (the second type) with English used only in the 4-year English classes. Questionnaire data were collected and analyzed statistically. Results of the study show significant differences in attitudes of the two groups and have implications for the international education to students in higher educational settings.

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Section: A Discussionsupporting

confidence: 81%

“…In the world Englishes research related to attitude, some studies have results showing the importance of appreciative attitude toward English varieties [4,18). Some are related to mutual understanding in a context of English varieties [19,20].…”

Section: B Related Researchmentioning

confidence: 99%

Impact of International Education on Students Attitude toward English as Lingua Franca

Wang¹,

Ho²

2013

Proceedings of the 2013 International Academic Workshop on Social Science (IAW-SC-13)

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“…Instead, exposure to a variety of Englishes and successful ELF users is essential for today's English language learners, who may use the language with speakers who employ varieties of English other than so‐called standard English. Thus, a considerable group of researchers (e.g., Jenkins, 2000, 2002, 2006, 2007; Lin, Wang, Akamatsu, & Riazi, 2005; Matsuda, 2003; Morrison & White, 2005; Seidlhofer, 2001; Shim, 2002) has been investigating the various implications for ELT with regard to ELF and World Englishes. Many of these researchers share such ideas as the importance of raising awareness about the varieties of English and taking a pluricentric approach to ELT.…”

Section: The Need For Elt Models That Adequately Account For Elf Persmentioning

confidence: 99%

Successful ELF Communications and Implications for ELT: Sequential Analysis of ELF Pronunciation Negotiation Strategies

Matsumoto

2011

The Modern Language Journal

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This is a qualitative study of nonnative English speakers who speak English as a lingua franca (ELF) in their graduate student dormitory in the United States, a community of practice (Wegner, 2004) comprised almost entirely of second language users. Using a sequential analysis (Koshik, 2002; Markee, 2000; Sacks, Schegloff, & Jefferson, 1974; Schegloff, Koshik, Jacoby, & Olsher, 2002), the study investigates how these ELF speakers successfully manage their intercultural communication through accommodation strategies (e.g., Jenkins, 2000, 2006) used to address differences in pronunciation and familiarity with a range of ELF speech styles. Drawing on my own experience as a member of this community, I investigate how speakers display equality and legitimacy as English language users in the ELF community in face‐to‐face interactions when they negotiate understanding in spite of their different accents. ELF speakers exhibit a wide variety of pronunciations as a result of first language cross‐linguistic influence, and those phonological differences may hamper intercultural communication, more than any other linguistic feature. For this reason, I have chosen to focus on phonological issues for this study. I argue that sequential analysis of the interactions among speakers of English as a lingua franca may provide useful examples of successful communication among these groups. Data from such analysis should be included in English language teaching as a model of successful interaction strategies directed toward students who will face these situations. The analysis of this ELF data will also be useful as a model for the study of other languages that are often used as lingua francas.

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“…In particular, as Jenkins (2000) points out, exposure to second language (L2) accents is more important than exposure to first language (L1) accents, because students are more likely to encounter L2 speakers than L1 speakers of English in ELF communication. In addition, increased exposure to the diversity of Englishes is believed to help students become familiar with different accents of English and serve as a catalyst for developing their flexibility in negotiating and accommodating diverse varieties of English in contexts of global intercultural communication (Morrison & White, 2005; Sung, 2014).…”

Section: Ge and Eltmentioning

confidence: 99%

Implementing a Global Englishes component in a university English course in Hong Kong

Sung¹

2015

English Today

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With the global spread of English and the emergence of different varieties of English around the world, World Englishes (WE) researchers have argued for the recognition of ‘Englishes’ in the plural and called for the need to acknowledge the diversity of English (Kachru, 1985, 1997). Apart from WE researchers who are interested in investigating nation-bound varieties of English in different parts of the world, a growing number of researchers have begun to examine the phenomenon of English as a Lingua Franca (ELF) communication, given the growth of intercultural exchanges worldwide (Jenkins, 2000, 2007; Seidlhofer, 2011). Whilst WE researchers are primarily concerned with how varieties of English differ from each other, ELF researchers are interested in exploring how speakers of different Englishes communicate with each other in contexts where English is the common language. For example, these ELF researchers have studied the communicative and pragmatic strategies which people from different lingua-cultural backgrounds use to communicate with one another through English as a common resource in order to achieve mutual intelligibility (Seidlhofer, 2011). Despite their different focuses, both WE and ELF researchers deal with the same global phenomenon of English use and the pluricentricity of English, and share similar ideas about the ownership of English, and language contact and change (Seidlhofer, 2011). A relatively new field, Global Englishes (GE) (Galloway & Rose, 2013, 2014; Jenkins, 2014), has thus emerged to bring together researchers from both WE and ELF. With an inclusive orientation, GE places less emphasis on native speaker English, emphasizes the diversity of English, and questions the relevance of native speaker norms for English Language Teaching (ELT) (see Galloway & Rose, 2015).

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Nurturing global listeners: increasing familiarity and appreciation for world Englishes

Cited by 15 publications

References 1 publication

Impact of International Education on Students Attitude toward English as Lingua Franca

Impact of International Education on Students Attitude toward English as Lingua Franca

Successful ELF Communications and Implications for ELT: Sequential Analysis of ELF Pronunciation Negotiation Strategies

Implementing a Global Englishes component in a university English course in Hong Kong

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