A study of Taiwanese university students’ English use, learning goals and attitudes toward English as a lingua franca

• Authors: Wen-Hsing Luo
• Languages of publication: EN

Abstracts

EN

  This study investigates Taiwanese university students’ experience of English use, aims of learning English and attitudes toward English as a lingua franca (ELF). The notion of ELF has been researched in the field of English language teaching. However, English teaching practice targeting native-speaker (NS) norms is still prevailing in English classrooms. To better respond to learner needs of using English in the age of globalization, this study explores learners’ English learning and use in relation to their attitudes toward ELF. Research methods including interviewing and questionnaire survey were employed to collect data from English majors at a university in Taiwan. The study finds that the learners were aware of the communicative value of ELF and actually used ELF in intercultural communication. The learners’ use of English in context affected their attitudes toward ELF and aims of learning English. It is found that the learners preferred English conforming to NS norms; yet, they wished to learn local variation of English concerning accents and word use. In light of the findings, the author suggests that English teachers incorporate an ELF perspective into English instruction and help learners develop intercultural awareness and competencies.

Keywords

EN

English as a lingua franca; language attitude; language learning

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2018
• Volume: 8
• Issue: 4
• Pages: 775-794

Dates

published

2018-12-30

Contributors

author

Wen-Hsing Luo

• National Tsing Hua University, Hsinchu

References

• Baker, W. (2011). Intercultural awareness: Modeling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), 197-214.
• Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
• Borghetti, C., & Beaven, A. (2017). Lingua francas and learning mobility: reflections on students’ attitudes and beliefs towards language learning and use. International Journal of Applied Linguistics, 27(1), 221-241. https://doi.org/10.1111/ijal.12123
• Burns, A. (Ed.). (2005). Teaching English from a global perspective. Alexandria, VA: TESOL.
• Charmaz, K. (2014). Constructing ground theory (2nd ed.). London, UK: SAGE Publications.
• Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca: Studies and findings (pp. 254-273). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
• Cogo, A. (2012). English as a lingua franca: Concepts, use and implications. ELT Journal, 66(1), 97-105.
• Cogo, A., & Dewey, M. (2006). Efficiency in ELF communication: From pragmatic motives to lexico-grammatical innovation. Nordic Journal of English Studies, 5, 59-94.
• Crystal, D. (1997). English as a global language. Cambridge, UK: Cambridge University Press.
• Csizér, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model. System, 40, 1-10.
• Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a lingua franca, 1(1), 141-170.
• Erling, E. J. (2007). Local identities, global connections: Affinities of English among students at the Freie Universität Berlin. World Englishes, 26(2), 111-130.
• Firth, A. (1996). The discursive accomplishment of normality: On “lingua franca” English and conversation analysis. Journal of Pragmatics, 26(2), 237-259.
• Galloway, N. (2013). Global Englishes and English Language Teaching (ELT) – Bridging the gap between theory and practice in a Japanese context. System, 41(3), 786-803.
• Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.
• Graddol, D. (1997). The future of English? London, UK: British Council.
• Graddol, D. (2006). English next: Why global English may mean the end of “English as a foreign language”. London, UK: The British Council.
• Greenbaum, T. (1988). The practical handbook and guide to focus group research. Boston: DC Heath.
• Hino, N., & Oda, S. (2015). Integrated practice in teaching English as an international language (IPTEIL): A classroom ELF pedagogy in Japan. In Y. Bayyurt & S. Akcan (Eds.), Current Perspectives on Pedagogy for ELF (pp. 35-50). Berlin: De Gruyter Mouton.
• Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
• Jenkins, J. (2006). Points of views and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
• Jenkins, J. (2007a). English as a lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.
• Jenkins, J. (2007b, September). Lashed by the mother tongue. Times Higher Education. Retrieved from https://www.timeshighereducation.co.uk/news/lashed-by-the-mother-tongue/310394.article
• Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
• Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
• Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315.
• Johnson, D. M. (1992). Approaches to research in second language learning. White Plains, NY: Longman.
• Kaur, J. (2009). Pre-empting problems of understanding in English as a lingua franca. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca: Studies and findings (pp. 107-123). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
• Ke, I-C. (2009). Global English and world culture: A study of Taiwanese university students’ worldviews and conceptions of English. English as an International Language Journal, 5, 81-100.
• Ke, I-C., & Cahyani, H. (2014). Learning to become users of English as a lingua franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English. System, 46, 28-38.
• Kirkpatrick, A. (2008). English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies. English Today, 24(2), 27-34. https://doi.org/10.1017/S0266078408000175
• Kirkpatrick, A., & Sussex R. (Eds.). (2012). English as an international language in Asia: Implications for language education. Dordrecht, Netherlands: Springer.
• Kohn, K. (2015). A pedagogical space for ELF in the English classroom. In Y. Bayyurt & S. Akcan (Eds.), Current perspectives on pedagogy for ELF (pp. 51-67). Berlin & New York: De Gruyter Mouton.
• Kohn, K., & Hoffstaedter, P. (2015). Flipping intercultural communication practice: Opportunities and challenges for the foreign language classroom. In J. Colpaert, A. Aerts, M. Oberhofer, & M. Gutiérez-Colón Plana (Eds.), Task design & CALL: Proceedings of the CALL 2015 Conference, 6-8 July 2015 (pp. 338-354). Antwerpen: Universiteit Antwerpen.
• Luo, W.-H. (2017). Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan. English Today, 33(1), 2-11.
• Matsuda, A. (Ed.). (2012). Principles and practices of teaching English as an international language. Bristol, UK: Multilingual Matters
• Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332-344. https://doi.org/10.1111/j.1467-971X.2011.01717.x
• Mauranen, A. (2006). Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of the Sociology of Language, 177, 123-150.
• Mauranen, A., & Ranta, E. (Eds.). (2009). English as a lingua franca: Studies and findings. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
• McKay, S. (2003). Teaching English as an international language in the Chilean context. ELT Journal, 57(2). 139-148. https://doi.org/10.1093/elt/57.2.139
• Murray, N. (2012). English as a lingua franca and the development of pragmatic competence. ELT Journal, 66(3), 318-326.
• Oanh, D. T. H. (2012). Global vs. glocal English: Attitudes and conceptions among educators, administrators and teachers in eight Asian countries. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 107-135). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4578-0
• Park, J. S-Y., & Wee, L. (2011). A practice-based critique of English as a lingua franca. World Englishes, 30(3), 360-374.
• Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
• Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK: Oxford University Press.
• Sharifian, F. (Ed.) (2009). English as an international language: Perspectives and pedagogical issues. Bristol. UK: Multilingual Matters.
• Sifakis, N. (2009). Challenges in teaching ELF in the periphery: The Greek context. ELT Journal, 63(3), 230-237.
• Sifakis, N. C., & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek sate school teachers’ beliefs. TESOL Quarterly, 39(3), 467-88. https://doi.org/10.2307/3588490
• Sowden, C. (2012). ELF on a mushroom: The overnight growth in English as a lingua franca. ELF Journal, 66(1), 89-96.
• Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145-153. https://doi.org/10.1093/elt/ccq024
• Young, T. J., & Walsh, S. (2010). Which English? Whose English? An investigation of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum, 3(2), 123-137. https://doi.org/10.1080/07908311003797627

Identifiers

DOI

10.14746/ssllt.2018.8.4.4