Toward a pedagogical model for ELT

Petzold, Ruth

doi:10.1111/1467-971x.00259

Cited by 7 publications

(7 citation statements)

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“…Lamb (2004: 17), for example, finds that in his study Indonesian learners of English as a second language model their variety of English on local, urban middle‐class Indonesian speakers of English. These suggested adjustments are also supported by claims that, “the Expanding Circle models itself on native speaker varieties” (Petzold, 2002: 424), from there the suggestion that these two circles remain related. The fact that users of English in the Outer and Expanding Circles outnumber those in the Traditional Inner Circle (Savignon, 2003: 58), supports the idea that the Outer Circle might increasingly attempt to establish its own domain, removed from the Traditional Inner Circle, and modelled on a New Local Inner Circle (represented by the local urban middle‐class institutionalized variety of the second language).…”

Section: Discussionmentioning

confidence: 73%

Integrativeness: untenable for world Englishes learners?

Rooy¹

2006

World Englishes

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Kachru (1988) and Sridhar and Sridhar (1992) argue that the spread of English as a world language increases the types of context in which English is learnt today. The sociolinguistic realities of world Englishes learners today challenge the validity of some second-language acquisition theories. One of the theoretical limitations of existing second-language acquisition theories is the dependence upon the notion of integrativeness to explain success in second-language acquisition. In this paper, the notion of integrativeness is problematized from an empirical and theoretical perspective. The main findings are: (1) second-language acquisition theories that rely on any assumption of integrativeness should not be applied uncritically to sociolinguistic contexts where learners are acquiring a variety of world English today; (2) it seems that the concentric circle description of the sociolinguistic realities of world Englishes speakers needs to be adjusted.

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Section: Discussionmentioning

confidence: 73%

Integrativeness: untenable for world Englishes learners?

Rooy¹

2006

World Englishes

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“…The research question was formulated based on the aforementioned supposed importance of the 'educated elite' in defining linguistic standards within a speech community (see Llamzon 1969;Petzold 2002;Schneider 2007). Accordingly, we examined what attitudes (i.e., positive, negative or ambivalent) the representatives from different EU member states who work for the surveyed EU institution have towards the kind of English that they frequently use for their work in business matters.…”

Section: The Research Questionmentioning

confidence: 99%

“…Besides, important remarks of great relevance for this study were made by Llamzon (1969) and Petzold (2002), when they both emphasised the importance of the 'educated elite' in defining linguistic standards within a speech community. Likewise, Schneider (2007) pointed out that future research into NNS varieties should be based on a careful usage of the 'educated' users as representatives of the society as a whole.…”

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confidence: 95%

Attitudes towards Euro-English in a European Union Institution

Balič

2016

ELOPE

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This study deals with the attitudinal aspect of Euro-English, denoting a specific form of the English language that is frequently used within the institutions of the European Union. A questionnaire survey was conducted among 285 representatives who work for one of these institutions in Brussels. The respondents were asked to rate several deviations from Standard English, identified in a corpus-based analysis of EU texts, as either 'acceptable' or 'unacceptable' English usage. The findings reveal that the high acceptability rates of the proposed features among the non-native English-speaking respondents were mainly related to their proficiency in English and/or mother tongue interference. Moreover, since native speakers of English also accepted most of the proposed deviations, it follows that the participants did not seem to be aware of non-standardness in the test sentences. Euro-English must be regarded as EU jargon due to its technical, administrative or legal nature and not as a separate non-standard form of English for EU institutional settings.Keywords: European Union institution; Euro-English; corpus linguistics; deviations from Standard English; attitudes towards language; Eurojargon Odnos do evroangleščine v opazovani inštituciji Evropske unijePOvZETEK Ta raziskava analizira odnos 285 predstavnikov ene izmed inštitucij Evropske unije do t. i. evroangleščine kot oblike angleščine, kakršno pogosto uporabljajo v svojem večjezičnem delovnem okolju. Raziskava je bila usmerjena na ugotavljanje sprejemljivosti določenih jezikovnih vzorcev, ki odstopajo od modela standardne angleščine. Z analizo pisnih besedil Evropske unije v angleškem jeziku smo določili, katere izmed le-teh vključiti v testne stavke, s katerimi smo anketirance soočili. Analiza podatkov za nerojene govorce kaže na to, da obstaja določena povezanost med sprejetjem predlaganih odstopanj od standardne angleščine in znanjem ciljnega jezika in/ali prepletanjem maternih jezikov. Ker so tudi materni govorci sprejeli večino predlaganih značilnosti, ugotavljamo, da anketiranci evroangleščine ne dojemajo kot nestandardno obliko angleščine znotraj inštitucij Evropske unije, temveč kot EU žargon zaradi svoje tehnične, administrativne ali zakonodajne narave. Ključne

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“…Both Quirk and Kachru agree that in regard to EFL countries in the Expanding Circle, some type of norm is needed (McKay, 2002). In EFL countries, English is learned as a foreign language for international communication, with the reliance being on English speaking country norms (Alm, 2003;Friedrich, 2002;Nino-Murcia, 2003;Petzold, 2002;Yano, 2009). Therefore, what Standard English is, and which model of English should be taught and learned, is the main concern in the EFL countries.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For geographical, political and historical reasons, EFL countries in Europe tend to select British English as their Standard English because they see it as "prestigious", "proper" and "correct" (Modiano, 2001, p. 168). When a country chooses a pedagogical model, it reflects a valorization of the speakers of the model (Petzold, 2002). In other words, for Taiwanese learners of English who seek native-like competence, the goal often is to master American English.…”

Section: Literature Reviewmentioning

confidence: 99%

The Ideology of American English as Standard English in Taiwan

Chang

2016

SSRN Journal

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English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE.

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Toward a pedagogical model for ELT

Cited by 7 publications

References 0 publications

Integrativeness: untenable for world Englishes learners?

Integrativeness: untenable for world Englishes learners?

Attitudes towards Euro-English in a European Union Institution

The Ideology of American English as Standard English in Taiwan

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