Attitudes Of Vietnamese Teachers Of English In Universities Toward World Englishes In The Classroom.pdf

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGL[.]

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH IN UNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠI HỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M.A COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH IN UNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠI HỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M.A COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Đỗ Thị Thanh Hà, PhD HANOI – 2016 CERTIFICATE OF AUTHORSHIP This is to certify that the thesis entitled ―Attitudes of Vietnamese teachers of English in universities toward World Englishes in the classroom” has been written by me and the work in it has not previously been submitted for a degree In addition, I also certify that all information sources and literature have been indicated in the thesis Hanoi, August 2016 Dƣơng Huyền Thắm i ACKNOWLEDGEMENTS I would like to express the deepest gratitude to my supervisor, Dr Đỗ Thị Thanh Hà, for her invaluable encouragement and useful comments and advice during the whole process of this master thesis Without her immense help, this study could not have been completed Also, I am thankful to all my lecturers at Faculty of Post Graduate Studies, University of Languages and International Studies, VNU for their great support and suggestions Finally, my special thanks go to my beloved family and friends for their love, care and support during my MA course, especially on the completion of this thesis Hanoi, August 2016 Dƣơng Huyền Thắm ii ABSTRACT The growth of English worldwide has led to the emergence of English as a Lingua Franca (EFL) in English Language Teaching (ELT) This study concentrates on cognitive and behavioral aspects of teachers‘ attitude towards ESL and EFL A questionnaire was delivered to 111 teachers from seven state universities in Vietnam; a semi-structured interview then was carried out with eleven volunteer teachers Data reveal the following phenomena which apply for both Outer and Expanding Circle varieties First, the vast majority of Vietnamese teachers are aware of English varieties and/or implications of EFL/EIL in TESOL Second, they express a positive opinion towards both Outer Circle and Expanding Circle varieties of English and the introduction of them to students They also believe that it is important to introduce these varieties Finally, the study indicates that teachers are likely to introduce these varieties to students but it depends on many variables Implications of this study are expected to be beneficial for researchers, educators, and policy makers in ELT, especially in ELT in Vietnam, iii LIST OF TABLES Table 1: Number of participants in each university Table 2: Biographic Information of Participants Table 3: Vietnamese students will use English to communicate more often with Table 4: Outer Circle varieties are wrong English Table 5: Outer Circle varieties of English should be introduced to students Table 6: Importance of being aware of Outer circle varieties of English Table 7: Likeliness of introducing Outer varieties of English to students Table 8: How teachers would introduce Outer circle varieties to students Table 9: Expanding Circle varieties are wrong English Table 10: Expanding Circle varieties of English should be introduced to students Table 11: Importance of being aware of Expanding circle varieties of English Table 12: Outer vs Expanding Table 13: Likeliness of introducing Expanding Circle varieties of English to students Table 14: How teachers would introduce Expanding Circle varieties to students iv LIST OF FIGURES AND CHARTS Figure 1: The Kachru‘s Circle Figure 2: The Kachru‘s Circle revised Figure 3: The British Empire at its greatest extend Table 1: Number of participants in each university Chart 1: Varieties of English teachers are teaching Chart 2: Vietnamese students will use English to communicate more often with Chart 3: Outer Circle varieties are wrong English Chart 4: Outer Circle varieties of English should be introduced to students Chart 5: Importance of being aware of Outer Circle varieties of English Chart 6: Likeliness of introducing Outer Circle varieties of English to students Chart 7: Expanding Circle varieties are wrong English Chart 8: Expanding Circle varieties of English should be introduced to students Chart 9: Importance of being aware of Expanding circle varieties of English Chart 10: Likeliness of introducing Expanding Circle varieties of English to students v LIST OF ABBREVIATIONS WEs World Englishes ELT English Language Teaching ENL English as a Native Language ESL English as a Second Language EFL English as a Foreign Language EIL English as an International Language ELF English as a Lingua Franca NS Native speaker NNS Non-native speaker TESOL Teaching English to Speakers of Other Languages vi TABLE OF CONTENTS CERTIFICATE OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES iv LIST OF FIGURES AND CHARTS v LIST OF ABBREVIATIONS vi TABLE OF CONTENTS vii Chapter I - INTRODUCTION Chapter II: LITERATURE REVIEW 2.1 An Overview of World Englishes 2.1.1 The Concept of World Englishes 2.1.2 Models of World Englishes and Kachru's Circle 2.1.3 The past, present, and future of English worldwide 2.1.4 English in South East Asia 13 2.1.5 The implications of World Englishes for ELT 16 2.1.6 ELT in Vietnamese context 20 2.2 Attitude and the importance of studies on attitude 22 2.2.1 Concept, components, and measurement of attitude 22 2.2.2 The importance of studies on attitude 24 2.3 Overview of previous researches on attitude toward WEs 25 2.3.1 Studies on attitude toward WEs 25 2.3.2 Studies on attitude toward WEs in Vietnam 27 2.4 Concluding remarks 28 Chapter III: Research Methodology 30 3.1 Research questions 30 3.2 Participants 30 3.3 Data collection procedure 32 3.3.1 Survey 32 3.3.2 Interview 34 Chapter IV: Findings and Discussion 36 4.1 Attitudes towards Outer Circle varieties 36 vii 4.1.1 Cognitive attitude 39 4.1.2 Behavioral attitude 44 4.2 Attitudes towards Expanding Circle varieties 46 4.2.1 Cognitive attitude 46 4.2.2 Behavioral attitude 53 Chapter V: CONCLUSION 60 5.1 Conclusion 60 5.2 Recommendation 63 5.3 Limitations of the study 64 REFERENCES 66 APPENDIXES I viii 2020, is an evidence of the government‘s determination to improve the country‘s foreign language competence The project stated: “by 2020 most Vietnamese students graduating from secondary, vocational schools, colleges and universities will be able to use a foreign language confidently in their daily communication, their study and work in an integrated, multi-cultural and multi-lingual environment, making foreign languages a comparative advantage of development for Vietnamese people in the cause of industrialization and modernization for the country.‖ (Decision 1400/QĐ-TTG dated 30 September, 2008 of the Prime Minister on the Approval of the Project entitled ―Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020) In other words, Vietnamese students are expected to be able to use a foreign language - usually English - confidently in cross-cultural communications (i.e to become inter-cultural speakers) in order to work in an international environment One of the key factors to achieve this expectation, according to Savignon and Berns (1984), as cited in Y.Kachru & Smith (2008), is to be able to accommodate with different varieties of English However, similar to the majority of countries in the Expanding Circle, Vietnam is applying the Exonormative native model English language teaching It means that native varieties of English, especially British English and American English, are primarily used in the education system, colleges, and universities Learners are extensively exposed to Native and Standard English and intensively learn to use them Moreover, most school students spend most of their time learning grammar and reading in order to achieve a 21 high score on the English test in the National University Entrance Exam which concentrates mainly on grammar and vocabulary, reading and writing, and pronunciation Listening and Speaking are not taken into account And most students graduated from high schools, especially ones in rural areas, are not able to communicate using English In general, Vietnam has gone through its history with different predominant foreign languages from Chinese, French, Russian, to English For the near future, the Vietnamese government aims to create intercultural speakers of English to compete in the world labor force market However, in the education system, the Exonormative native model of English is adopted; and students and teachers focus on aspects which could help students pass exams, such as grammar and reading 2.2 Attitude and the importance of studies on attitude 2.2.1 Concept, components, and measurement of attitude The concept of attitude A definition of attitude which was commonly accepted by scholars is the one by Sarnoff, cited in Garrett (2007, p 116) as ―a disposition to react favourably or unfavourably to a class of objects.‖ In other words, a person may hold positive or negative attitude towards an object or a behavior Depends on attitudes, a person is likely to response differently to different objects Additionally, attitude is formed through social interactions (Day 1982) and it is not likely for attitude to be modified in later years (Sears 1983), as cited in Garett (2007,p.116) Components of attitude Attitude is generally considered to consist of three components: cognitive, affective, and behavioural Cognitive component of attitude refers 22 to opinions and beliefs that a person has Affective component is a person‘s feelings and evaluation of an entity Behavioural component indicates how a person is likely to behave However, the relationships among these components are ―moderate‖ and researchers are advised to measure each of them or specify which of them is their focus (Breckler 1984, p 1203) The measurement of attitude According to Krosnick et al (2005), the purpose of measuring attitude is to identify “the stable construct underlying responses.‖ It means that researchers should be aware of how different responses are created in order to determine what the stable attitude behind them is According to Garrett (2007, p 116), three necessary methods to measure attitude include the societal treatment approach, the direct approach and the indirect approach The societal treatment approach involves methods which primarily draw out attitude based on observation and analysis of social sources The direct approach refers to methods in which participants are asked to “report self-analytically what their attitudes are” through surveys This measurement is particularly beneficial and has been popularly applied in measuring language attitude However, results from the direct approach may be altered by biases like acquiescence bias (people response with what they think the researcher is looking for) and socially desirable responses (people response with what they think they should response, rather than what they actually think) A typical example of the indirect method is the MGT (matched-guise technique) In a research on accents using MGT method, listeners listen to the same person imitating different accents uttering the same speech, which makes them think that they are listening to different people The consequence is that, as all other speech features are controlled, any 23 difference in evaluation must be caused by listeners‘ judgment on accents MGT has produced surprising findings in research on language attitude In this study, the direct approach has been applied, particularly a survey with Likert-type items and an interview were used to collect data This indirect method was adopted for two reasons First, it is the most convenient and timesaving when it comes to investigating attitudes of a large population Second, even though it has weaknesses, this method has been widely applied in a great number of studies on language attitudes in the world and in Vietnam, such as Timmis (2002), Jenkins (2008), Young & Walsh (2010), Ton & Pham (2010), Groom (2012), Ahn (2014), etc 2.2.2 The importance of studies on attitude The study of attitudes is an important topic in social sciences, especially in the fields of linguistics and sociolinguistics In particular, learning about attitudes of learners and teachers play significant roles in ELT Some of them include motivating students and localizing ELT approaches First, language attitudes may result to stereotypes of its speakers and influence learners‘ motivations of learning the language (McKenzie 2008a, as cited in Tokumoto & Shibata 2011, p.392) In other words, when learners have positive attitudes to a language, it is more likely that they will build a positive image of themselves as speakers of that language, and have stronger motivations to learn it Second, by taking into account attitudes of teachers and students, the researchers could avoid “a patronizing approach” in the implications of EIL/EFL in ELT (Taylor 2006, as cited in Ton & Pham 2010, p 49) It means that attitudes may provide researchers with information so that they could localize innovative ELT approaches for specific teaching contexts 24 Therefore, more empirical studies need to be done in order to provide detailed descriptions of teachers‘ and students‘ attitude towards WEs in different contexts, including Vietnam 2.3 Overview of previous researches on attitude toward WEs 2.3.1 Studies on attitude toward WEs Over the years, researchers from all over the world have attempted to explore people‘s attitudes towards different varieties of English, especially learners‘ and teachers‘ Empirical researches have shown that there is generally prejudice against non-native varieties of English and rejection of the teaching and learning of EFL worldwide However, young learners of English, especially in Asia, seem to begin to form their identity as speakers of English while retaining their L1 identity Based on 180 survey responses from teachers in 45 countries and 400 survey responses from students in 14 countries, Timmis (2002) has come to the conclusion that some students still desire to have native-like English regardless their perception of who they use English to communicate with The teachers, on the other hand, seem to be ―moving away from native-speaker norms faster than students are‖ (p 258) He has also noted that learners‘ aspiration for native-like English is possibly the consequence of their idealization rather than practical goals In Europe, an online survey of 127 participants from different European countries shows that the majority of is in favor of native models of English In fact, the result shows that many of them would like to be able to speak like a native speakers, while others would like to ―speak English that in grammar and lexis resembles a native variety and can be understood by NSs and NNSs of English alike” (Groom 2012, p 53) It is not clear if these participants are learners of English; however, the survey shows that they use English to 25 some extent at home, at work/school/university, and in communication socially Young & Walsh (2010) interviewed 26 teachers of English who were studying for a Master or Ph.D degree in the same university in the UK The result shows five main findings First, all teachers are not aware of the variety of English that they learned in their country Second, the majority of teachers identify the English they teach as British, American, Standard, or Formal English Third, all teachers strongly states that they would like to teach Standard English Fourth, all teachers are interested in the theory of EIL/EFL, but are not fully aware of EIL/EFL ―content, lexis, and pronunciation‖ for classroom activities Finally, all teachers expect to teach American English in the future In Asia, Jenkins (2008) interviewed a group of young learners from different countries about their attitude towards different Englishes The result shows that most students express preference of native accent over non-native accents They also show contradictory views about their own accent One on hand, they are proud of their own accent and consider it part of their identity; on the other hand, they strive for a native-like accent These findings are supported by a qualitative research on 12 young learners in Japan S Kawanami & K Kawanami (2009) reported that the dominance model of English in ELT in Japan is still the prestigious native-like models However, in the future, Japanese young learners of English might be able to identify themselves as speakers of English and acknowledge their variety as legitimate This might be done through developing awareness of different varieties of English and learning to respect the differences Tokumoto & Shibata (2011) surveyed 128 English-major university students from three Asian countries including Korea, Japan, and Malaysia, on the self- 26 perception of their pronunciation Their work shows that, while learners from both countries consider native English their ideal model, Korean learners seem to have negative attitudes towards their own accent, while Japanese learners ―consider their pronunciation intelligible to some extent‖ (p.406) Malaysian learners, on the other hand, express confidence in their own variety of English In 2014, a survey on 204 participants followed by 25 interviews on teachers of English in Korea was implemented The result indicates that the majority of participants seem to have a positive attitude towards Korean English (Ahn 2014) In general, there has been a great deal of controversies in attitudes towards World Englishes While students and teachers begin to realize the existence of different varieties, the vast majority of them are still in favor of the native model of English, commonly British and American There are, however, a number of young learners who would like to retain their L1 accent in English as part of their identity in the era of globalization 2.3.2 Studies on attitude toward WEs in Vietnam While attitudes towards World Englishes in East Asia have been extensively investigated, there are only a few researches on similar topics in Vietnam The following academic works are the first looks at teachers and students‘ attitudes towards WEs in Vietnam A study on 150 students majoring in English and 80 university teachers of English in Central Vietnam shows that many students and teachers are aware of the fact that they will use English with NNS more than with NS However, most students still wish to learn native-like pronunciation and grammar, and teachers teach exclusively native varieties of English (Ton & Pham 2010) 27 Their findings were supported by another research in Hue University Ngo (2012) has investigated 106 students and 25 teachers in Hue University, Vietnam and reported that both participating students and teachers prefer Standard English The research also indicates that teachers seem to accept and support EFL, but reject it in ELT This rejection of ELF in the classroom is because of the lack of material, the schools‘ goals, or the popularity of nativebased tests Tran & Moore (2015) has studied attitudes of 76 teachers in 26 different Vietnamese universities/colleges The result of this study shows that teachers consider the introduction of WEs in ELT in Vietnam “important and necessary” (p.113) Nevertheless, there are challenges which prevent them from doing so They include the lack of teaching materials, extra time and effort, teacher‘s lack of awareness on WEs, and students‘ preference on native varieties In conclusion, similar to other countries in the world, Vietnamese teachers and learners seem to have controversial opinions on World Englishes and the teaching and learning of EIL/EFL As there have been only a few studies on the topic in the context of Vietnam, it is necessary to have more researches on the topic to build a more detailed picture of attitudes towards WEs in Vietnam 2.4 Concluding remarks In the modernization, English has become the global language and this trend is expected to continue A lot of methods to categorize English varieties have been proposed, including the Kachru‘s Circle model which is adopted for this research because of its advantages Researchers have suggested EIL/EFL as a new approach for ELT which respects different varieties of English and emphasizes intercultural 28 communication competence Even though there have been disagreements in terms of EFL/EIL principles, most scholars agree that English varieties should be introduced to students In Vietnam, the education system retains the use of native English (mainly British and American English) with little focus on language skills In recent years, the government invests a great deal of effort in the teaching and learning of English, expecting Vietnamese youth to be able to communicate confidently in English in international context Therefore, it is necessary for learners to be aware of different varieties of English in order to support their study and form their intercultural competence The study of attitude is a popular topic on ELT because it has great influence on the teaching and learning process Attitude is generally accepted as having three components: Cognitive, Affective, and Behavioral The study applied the indirect method (survey and interview) to measure Cognitive and Affective aspects of attitude EFL/EIL is still a new concept for Vietnamese teachers of English It is important to explore attitudes of Vietnamese teachers towards this approach There have been, however, a small number of researches on attitudes of Vietnamese university teachers and students Therefore, it is necessary to have more research on teachers and students‘ perceptions and attitudes towards English varieties and the introduction of English varieties This study aims to describe attitudes of state university teachers, with focus on those whose students major in English and/or TESOL, to fill in the gap in language attitude research in Vietnamese 29 context Chapter III: Research Methodology 3.1 Research questions The study aims at describing part of attitudes of Vietnamese university teachers of English towards the introduction of World Englishes to students It is specifically translated into two research questions: What are attitudes of Vietnamese teachers of English in universities towards the introduction of Outer Circle varieties of English to their students? What are attitudes of Vietnamese teachers of English in universities towards the introduction of Expanding Circle varieties of English to their students? 3.2 Participants Participants of the study are 111 Vietnamese teachers of English from state universities in Vietnam They are in charge of teaching students majored in English Language or English Language Education Participants were chosen based on theconvenience sampling followed by the selective sampling process due to four reasons First, time and resources to carry out the study are limited Second, the distance between locations of universities investigated in the study and location of the researcher is highly considerable Third, it is difficult to contact with teachers and access their profile Finally, teachers may not be available for the questionnaires and/or the interview In the first stage, questionnaires were sent to the teachers.A brief explanation of Kachru‘s Circle was included at the beginning of the questionnaires, and then participants were asked to answer three knowledge-check questions to ensure that they had adequate comprehension of the term World Englishes and Kachru‘s Circles It meant that they were able to recognize which circle 30 an English variety belongs to In the second stage, responses from participants who did not answer all three questions correctly were removed from the data In the end, a total of 98 valid responses were considered valid and were used for analysis University No of Participants University of Languages and International Studies 20 – VNU Hanoi University of Education Hanoi University 17 School of Foreign Languages – Thai Nguyen 12 University University of Foreign Language Studies – Da Nang 20 University University of Foreign Languages – Hue University 12 University of Pedagogy – Ho Chi Minh city Total 98 Table 1: Number of participants in each university 82.7% of participants are female, compared with 17.3% of male participants 21.4% of participants have less than years of experience, 44.9% of them have – 10 years, and 33.7 % have more than ten years of experience 16.3% of participants have a Bachelor degree; 75.5% of them have a Master degree, and 8.2% have a Ph.D degree No of Participants Percentage (%) 31 Gender Experience Female 81 82.7 Male 17 17.3 Less than years 21 21.4 - 10 years 44 44.9 More than 10 33 33.7 Bachelor 16 16.3 Master 74 75.5 Ph.D 8.2 Under 25 8.2 25 – 40 76 77.6 Above 40 14 14.2 years Highest Qualification Age Table 2: Demographic information of participants 3.3 Data collection procedure Data were collected in sequential procedure through a survey and semistructured interviews Data were collected during a period of three months, a survey was sent to the participants to collect quantitative data Then, a group of respondents was interviewed to elaborate findings of the questionnaires, and to explore reasons and beliefs underlying the attitudes measured by the survey The survey was in English, the interview was in Vietnamese and English 3.3.1 Survey 32 The questionnaire was delivered to participants through online methods and hard copies 111 responses were collected from seven universities 98 of them were valid The survey included Likert-type questions, close-ended questions, and open-ended questions Items in the survey were adapted from questionnaire of previous studies on attitude of teachers and students towards varieties of English including Groom (2012), Rousseau (2012), and Tran & Moore (2015) Items which were not useful for answering research questions were removed All questions were written in English and designed in multiplechoice format to increase the questionnaires‘ consistency The questionnaires were divided into three main parts The first part included six questions to ensure of teachers‘ understanding of World Englishes to increase reliability of respondents‘ answer A brief explanation of the Kachru‘s Circle was attached below Question to ensure that participants were able to recognize the Circles and varieties of English they refer to before moving onto Question Question 2, 3, were designed to check participants‘ understanding of varieties of English Participants were asked to choose the correct Circle (Inner, Outer, Expanding) for three varieties of English (British, Singaporean, Vietnamese) Survey response of participants who did not answer Question 2, 3, correctly were counted as invalid Tải FULL (89 trang): https://bit.ly/3Rdy9dM Dự phòng: fb.com/TaiHo123doc.net The second part was designed to collect data on teachers‘ attitudes towards the introduction of WEs to their students This part consists of 10 questions Eight of them are Likert-type questions to measure attitudes with focus on cognitive and behavioral components Questions – 10 were designed to measure cognitive aspect of attitude (i.e what participants think about varieties of English), particularly their perception of non-native 33 varieties and the importance of introducing these varieties to students Question 11 - 12 were used to measure behavioral attitudes, that is how likely it is for participants to introduce non-native varieties of English to their students Question 13 and 14 were multiple choice questions to identify methods which teachers think they would use to introduce WEs The third part was to collect participants‘ biographic information including gender, teaching experience, institutions, and academic degree Data from the questionnaires then were presented in tables and chart to answer the research questions A chi-squared test was run to test if there was statistically significant difference between attitudes towards Outer and Expanding Circle An online calculator provided by Preacher (2001) on the website http://www.quantpsy.org/chisq/chisq.htm was used for the test with data of Outer circle as Observed, and data of Expanding Circle as Expected 3.3.2 Interview In addition to the questionnaires, data were collected through semistructured interviews Tải FULL (89 trang): https://bit.ly/3Rdy9dM Dự phòng: fb.com/TaiHo123doc.net One male and ten female interviewees were selected with convenience sampling method from participants of the survey who volunteered to join the interviews and from the researcher‘s professional connections There was at least one interviewee from each of the seven universities Participants were asked to write their email in the questionnaire if they were willing to participate in the interview so their consent form was not needed Other interviewees had their consent form recorded in the interviews Interviewees were interviewed through Facebook call, Skype, or phone call after they completed the questionnaires The interviews were mostly in Vietnamese with academic terms being in English The interviewees were asked to translate their answers into 34 English when the researcher was not clear about the opinion they were trying to express The interview was divided into two sections In the first sections, teachers answered questions about their information including teaching experience, etc In the second section, participants answered questions prepared in advance by the interviewer Depends on the situation, the interviewer also asked additional questions accordingly All interviews were recorded, transcribed, grouped and translated into English by the researcher Data then analyzed to answer the research questions 35 6813994 ... are attitudes of Vietnamese teachers of English in universities towards the introduction of Outer Circle varieties of English to their students? 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