An investigation into attitudes of teachers and students of English towards teaching and learning World Englishes at Hong Duc University

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HƯƠNG AN INVESTIGATION INTO ATTITUDES OF TEACHERS AND STUDENTS OF ENGLISH TOWARDS TEACHING AND LEARNING WORLD ENGLISHES AT HONG DUC UNIVERSITY (Điều tra quan điểm giáo viên sinh viên tiếng Anh việc dạy học loại tiếng Anh giới Trường Đại học Hồng Đức) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 HA NOI – 2013 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HƯƠNG AN INVESTIGATION INTO ATTITUDES OF TEACHERS AND STUDENTS OF ENGLISH TOWARDS TEACHING AND LEARNING WORLD ENGLISHES AT HONG DUC UNIVERSITY (Điều tra quan điểm giáo viên sinh viên tiếng Anh việc dạy học loại tiếng Anh giới Trường Đại học Hồng Đức) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Dr Lê Văn Canh LIST OF ABBREVIATION EIL: English as an international language ELT: English language teaching EFL: English as a foreign language FLF: Foreign Languages Faculty HDU: Hong Duc University IE: International English L2: second language L3: third language NS: Native speaker NNSs: Non-native speakers RP: Received Pronunciation S: Students T: Teachers WEs: World Englishes iv LIST OF TABLES Table (first six items): Students and teachers‟ attitudes towards “Standard English” 21 Table (last seven items): Students and teachers‟ attitudes towards the concept of “World Englishes” 23 Table 2: Students' attitudes towards learning native or non-native English 25 Table 3: Teachers‟ views on teaching World Englishes 28 Table 4: Reasons teachers choose to teach World Englishes 31 Table 5: Reasons teachers avoid teaching World Englishes 32 v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP………………………………………… i ACKNOWLEDGEMENTS………………………………………………… ii ABSTRACT………………………………………………………………… iii LIST OF ABBREVIATIONS……………………………………………… iv LIST OF TABLES…………………………………………………………… v TABLE OF CONTENTS…………………………………………………… vi PART A: INTRODUCTION……………………………………………… 1 Rationale of the study…………………………………………………… Aims and objectives of the study………………………………………… Scope of the study………………………………………………………… Significance of the study………………………………………………… Research Questions……………………………………………………… Methods of the study……………………………………………………… Design of the study……………………………………………………… PART B: DEVELOPMENT……………………………………………… CHAPTER 1: LITERATURE REVIEW………………………………… 1.1 Learning Attitudes……………………………………………………… 1.1.1 Definitions of attitudes………………………………………………… 1.1.2 The role of attitudes in language learning…………………………… 1.2 Views on Standard English……………………………………………… 1.2.1 Standard English is not a language…………………………………… 1.2.2 Standard English is not an accent…………………………………… 1.2.3 Standard English is not a style………………………………………… 1.2.4 So what is it then? vi 1.3 World Englishes………………………………………………………… 10 1.3.1 What is World Englishes? 10 1.3.2 Attitudes towards teaching and learning World Englishes…………… 12 1.3.2.1 To teach Standard English or World Englishes…………………… 12 1.3.2.2 Current attitudes and perspectives on teaching and learning World Englishes…………………………………………………………………… 13 1.4 Summary………………………………………………………………… 14 CHAPTER 2: METHODOLOGY………………………………………… 15 2.1 Background to the study………………………………………………… 15 2.1.1 Introduction of the Hong Duc University…………………………… 15 2.1.2 The teachers…………………………………………………………… 15 2.1.3 The English major students…………………………………………… 15 2.2 The survey instrument………………………………………………… 16 2.2.1 Questionnaire………………………………………………………… 16 2.2.2 Interviews……………………………………………………………… 17 2.3 Procedures……………………………………………………………… 17 2.3.1 Piloting the questionnaire…………………………………………… 17 2.3.2 Distribution of the questionnaire…………………………………… 18 2.3.3 Selecting participants for the interview……………………………… 18 2.3.4 The participants……………………………………………………… 18 2.3.5 Data collection and analysis………………………………………… 19 2.4 Summary………………………………………………………………… 19 CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS… 20 3.1 Data analysis…………………………………………………………… 20 3.2 Findings and discussions……………………………………………… 20 3.2.1 Students and teacher‟s attitudes towards the so-called “Standard English”……………………………………………………………………… vii 20 3.2.2 Students and teacher‟s attitudes towards the concept of “World Englishes”…………………………………………………………………… 23 3.2.3 Student‟s attitudes towards learning “non-standard” varieties of English……………………………………………………………………… 25 3.2.4 Teachers‟ negative views on teaching “non-standard” varieties of English in the classroom…………………………………………………… 27 3.2.5 Reasons teachers choose to teach World Englishes…………………… 30 3.2.6 Reasons teachers avoid teaching World Englishes…………………… 31 PART C: CONCLUSIONS AND SUGGESTIONS……………………… 33 Summary of major findings……………………………………………… 33 Suggestions of the study for World Englishes teaching…………………… 34 2.1 Interaction with EIL users……………………………………………… 34 2.2 Assessment focusing in communicative effectiveness………………… 35 2.3 Teaching materials representing EIL users……………………………… 36 2.4 Improving teachers‟ knowledge and understanding of different nonstandard varieties of English………………………………………………… 37 2.5 Teacher education……………………………………………………… 38 Conclusion………………………………………………………………… 38 Limitations of the study…………………………………………………… 39 Suggestions for further research…………………………………………… 40 REFERENCES……………………………………………………………… 41 APPENDICES……………………………………………………………… I Appendix 1: Student questionnaire………………………………………… I Appendix 2: Teacher questionnaire………………………………………… IV Appendix 3: Interview questions…………………………………………… VII viii PART A: INTRODUCTION Rationale of the study The world is presently witnessing a rapid increase in the use of English as a language of wider communication More and more countries are making English their lingua franca to communicate with the rest of the world - not only with native Englishspeaking countries, but also with non-native English-speaking countries in international settings It is high time for Vietnamese teachers of English to change their attitudes toward so-called “standard English.” In Vietnam, only English broadcast on the BBC (British Broadcasting Company), VOA (Voice of America), or ABC (Australian Broadcasting Company) - in other words, only English used by speakers in Kachru‟s Inner Circle countries - is considered to be “standard English.” At Hong Duc University (HDU), English-major students are always taught English in some standard textbooks followed TOEFL or IELTS format from the first year until they graduate So students and teachers believe that “standard English” can become very useful to help them communicate effectively in foreign companies but most people not conduct business in that way I often hear my former graduate students, who are now working for Japanese, Korean or Taiwanese companies in Vietnam, complain that it is difficult for them to understand Japanese English, that is, the variety of English spoken by speakers of Japanese Or they will say that their “standard English” has deteriorated because of Taiwanese or Korean supervisors who speak their own varieties of English World Englishes is quite a new term for many teachers and students of English at Hong Duc University But there is a fact that both teachers and students wanted to know and understand more on the so-called “World Englishes” in order to help their students prepare well for future job at companies which are not managed by native English speakers This inspires the researcher to conduct the study entitled “An investigation into attitudes of teachers and students of English towards teaching and learning World Englishes at Hong Duc University” with hope of understanding more about not only the teachers and st udents‟ attitudes towards teaching and learning World Englishes but also the overall problems faced by them in teaching and learning the incorporating World Englishes as an international language Aims and objectives of the study The study aims at investigating the attitudes of teachers and students at Hong Duc University towards teaching and learning World Englishes In order to achieve this aim, the study attempts to: - Investigate teachers and students‟ attitudes towards Standard English and World Englishes - Find out the similarities and differences in opinions between teachers and students towards learning and teaching World Englishes - Find out the possible problems faced by the teachers and students in incorporating World Englishes in teaching English as an international language Scope of the study Currently, World Englishes is one of the discussing matters for scholars all over the world Many opinions are given to present the advantages and disadvantages of introducing World Englishes to students of English World Englishes is a new term and can cause misunderstanding for participants to fulfill the survey questionnaire The participants must have a minimum understanding on native and non-native English Within the scope of a minor thesis, this study attempts to investigate the attitudes of students and teachers of English at Hong Duc University towards teaching and learning World Englishes therefore the most suitable participants should be from the 2nd year students who have just got used to with these terms and teachers of English in Foreign Languages Department at Hong Duc University Significance of the study How to help students of English have enough knowledge and experience to meet the increasing requirements of today society is a big question to almost teachers World Englishes can become an efficient instrument to solve that question Firstly, this study will be of considerable interest to both language teachers and students who concerns on teaching and learning World Englishes Secondly, the study provides an useful background on the theory and perspectives related to World Englishes for those who want to develop more on the topic Last but not least, this study hopes to provide teachers and students of English an analysis on attitudes towards teaching and learning World Englishes at Hong Duc University in order to decide whether to teach or learn World Englishes or not Research Questions In an attempt to investigate teachers and students of English‟s perceptions of World Englishes, the present study examined three related domains including teachers‟ and students‟ understanding of World Englishes concept, their attitudes towards “Standard English”, and their attitudes to teaching and learning “non-standard” varieties of English in the classroom In light of the goal of the study, the following research questions were posed: How teachers and students understand the concept of “World Englishes”? What are teachers and students‟ attitudes towards the so-called “Standard English”? What are their attitudes to teaching and learning “non-standard” varieties of English? Methods of the study In order to fulfill the task mentioned above, this study employs both qualitative and quantitative methods The quantitative method is used to collect data through survey questionnaire; the aim is to explore students‟ understanding on Standard English and World Englishes as well as their views on learning native and non-native English The teachers also become the participants to be asked about their as history, nature, health, human rights, world peace, and power inequality, can be discussed in relation to internationalization, globalization, and the spread of English Recent discussion on critical pedagogy (e.g., Pennycook, 1999) can help EIL teachers encourage students to engage in such discussion and to seek their own voice in English 2.4 Improving teachers’ knowledge and understanding of different non-standard varieties of English In the area of teaching, the demand for Englishes has never been greater in all parts of the world East Asia alone constitutes the most dynamic economies in the world and teaching and non-teaching jobs are available in that part of the world (Wharton, 1992) Every effort should be made to equip people, especially the young people, with those abilities, skills, qualifications and attitudes which would enable them to participate successfully in this industry Obviously, this industry seems to provide ample opportunities for young people to make the transition from school to the world of work, locally and globally Learning and teaching World Englishes does not mean learning and teaching of each regional variety to everyone in the Inner Circle classrooms or everyone learning English in Brazil, China, Saudi Arabia, or Southern Africa It means making learners aware of the rich variation that exists in English around the world at an appropriate point in their language education in all three Circles and giving them tools to educate themselves further about using their English for effective communication across varieties The applied linguistics and ELT professions have a responsibility to equip learners of English to meet the challenge of globalization World Englishes is one of the most effective instruments that could be employed to meet this challenge So as to be successful in integrating World Englishes into their lesson of English, teachers of course must have good knowledge of all or almost approaches, not only traditional approach First of all, there must be a change in teacher‟s beliefs and 37 opinions in teaching approach Not only American English or British English is the prominent instrument in gaining best effectiveness in language teaching and learning Teacher should not be afraid of trying the new things, because the things that we would not think to work would turn out to be successful if we tried to adapt it creatively Moreover, a teacher should not try to sweep away the old thing, according to her, and pursuit something new which is hardly adaptable to her own teaching context 2.5 Teacher education To incorporate World Englishes in ELT, teachers themselves must be aware of the current landscape of the English language Programs for EFL teachers tend to focus on the inner circle (Kachru, 1997) and would benefit greatly from incorporating a World Englishes perspective (Brown, 1993) Brown and Peterson (1997) argue that a brief introduction to issues surrounding World Englishes is simply not enough Ideally, every course should be informed by the current landscape of the English language, but having teachers take a World Englishes course (or an English sociolinguistics course whose scope is not limited to the inner circle) early on in their preparation is likely to result in a “world view [that is] more consistent with the sociolinguistic realities of the spread of English as an international language” (p 44) Additionally, teachers who are not NSs should have the opportunity to reflect on their own strengths as NNS teachers, and these issues should be discussed among all students An increasing body of literature on NNS teachers suggests that they are not a deficient version of native-speaking counterparts; rather, the two groups of teachers bring in different strengths and complement each other (Matsuda & Matsuda, 2001) Conclusion The overall findings of this study revealed that despite a higher level of understanding of World Englishes concept and its benefits, many teachers at FFL, HDU retain some fear of adopting World Englishes as an important subject because of 38 the profound existence of Standard English It also turned out that teachers had their own reasons to choose or avoid teaching “non-standard” varieties of English On the other hand, students are accustomed to their traditional English that has been taught for ages in Vietnam so they are likely to ignore the other varieties of English Although some may recognize the importance of World Englishes in effective communication but in general they are not really ready to perceive any other varieties of English In the final words, the author would like to mean that it is not as simple as the ABC to incorporate World Englishes into English lessons It requires much efforts and work of the teachers, as they have to be study well the context and the content of the lesson, the feature of different varieties of English, student‟s needs and student‟s abilities, in order to choose the best approach for each lesson Nevertheless, the approach is feasible and effective for those who want to bring students the most motivating and creative learning environment, which is vitally expected in a language class It is hoped that the suggestion for teaching World Englishes will be helpful for teachers of Hong Duc University as well as other teachers at the similar teaching context, in gaining more positive attitudes and stimulating learners‟ interests and motivation for English learning Limitations of the study Limitation is inevitable for this research like many other research thesis First, it is the restriction regarding data collection of the study Because of time constraints, only data about students and teachers of English was collected It would have been better if data on non-major English students was also collected If this had been done, the study results would have been more reliable because World Englishes is really helpful to them Second, the data was collected only through questionnaires as the main instrument, supported by semi-structured interviews with the teachers Therefore, the 39 result of the study may only reflect the feasibility of the approach on a specific teaching and learning environment Moreover, within the size of a minor study, many of the literature issues, as well as practical suggestions for learning and teaching World Englishes in real context were not given chance to be presented Many other things also need considering and investigating thoroughly Besides, it appears that a number of suggestions mentioned above for the better application of World Englishes are likely to be subjective and incomplete because of the limitation of the writer‟s practical experience And lastly, within the scope of the current study, there was no detailed description of the recommended formal teaching procedure or an experiment test For those drawbacks, any comments or contributions are warmly welcome for the improved quality of the study Suggestions for further research For the drawbacks mentioned in the previous part, the issue is left open to debate and further study First of all, other studies should be taken to explore learning attitudes of all students at every level and at other learning conditions towards “nonstandard” varieties of English Moreover, there should be studies on the effectiveness of learning and teaching World Englishes through an experiment test Studies are also suggested on specific requirements to incorporate World Englishes into English learning hours 40 REFERENCES Bamgbose, Ayo (2001) “World Englishes and Globalization” World Englishes: vol 20, no.3, 357-363 Brown H Douglas (1994) Principle of Language Learning and Teaching Prentice Hall Inc Englewood Cliffs New Jersey 07632 Brown, K (1993) World Englishes in TESOL programs: An infusion model of curricular innovation World Englishes, 12, 59-73 Brown, K., & Peterson, J (1997) Exploring conceptual frameworks: Framing a World Englishes paradigm In L Smith & M L Forman (Eds.), World Englishes 2000 (pp 32–47) Honolulu: University of Hawai‟i & East-West Center Burt, C (2005) “What is International English?” TESOL and Applied Linguistics: vol 5, nr Canale, M (1983) From communicative competence to communicative language pedagogy In J Richards & R Schmidt (Eds), Language and communication (pp 2-27) London: Longman Canale, M & Swain, M, (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguisrics, 1, 147 Chambers, J and Trudgill, P (1997) Dialectology 2nd edition London: Cambridge University Press Cook, V 1999 Going beyond the native-speaker in language teaching, TESOL Quarterly 33 (2): 185-209 10 Douglas, D., & Smith, L (1997) Theoretical underpinnings of the Test of Spoken English revision project (TOEFL Monograph Series MS-9) Princeton, NJ: Educational Testing Service 11 Gardner, R.C (1985) Social Psychology and Language Learning: the role of attitudes and motivation London: Edward Arnold 12 Gardner, R.C and Smythe (1976) Attitudes and Motivation in Second Language Learning Rowley MA: Newbury House 13 Gardner, R.C (1979) Social Psychology and Language Learning: the role of attitudes and motivation London: Edward Arnold 41 14 Gardner, R.C, Lamper, W.E (1972) Attitudes and Motivation in Second Language Learning Rowley MA: Newbury House 15 Gass, S., & Varonis, E.M (1984) The effect of familiarity on the comprehensibility of non-native speech Language Learning, 34, 65-89 16 Gibb, M.(1988) A Comparative Study of Attitudes towards Variety of English held by Professional and Tertiary Level Students in Korea http://www.survey.ac.uk/ELI/gibbm.pdf 17 Giles, H (1973) Accent mobility: a model and some data Anthropological Linguistics 15:87-105 18 Hallorah, J.D (1967) Attitudes Formation and Change Great Britain: Leicester University Press 19 http: www.wikipedia.org 20 Encarta World English Dictionary (1999) New York: St Martin Press 21 Erling, E (2004) “Globalization, English and the German university classroom” 22 El-Sayed, A 1991 Towards an international standard of English in the Arab world: An ethno-sociolinguistic perspective Indian Journal of Applied Linguistics XVII: 155–67 Farrell, T S C., and S Tan 2008 Language 23 Jenkins, J Current Perspectives on Teaching World Englishes and English as a Lingua Franca TESOL QUARTERLY Vol.40, No March 2006 24 Krachru, B.B 1985 Standards, codification and sociolinguistics realism: The English language in the outer circle In English in the world: Teaching and learning the language and literatures, ed R Quirk and H.G.Widdoson, 11-30 Cambridge: Cambridge University Press 25 Kachru, B B (1997) World Englishes in 2000: Resources for research and teaching In L Smith & M L Forman (Eds.), World Englishes 2000 (pp 209– 251) Honolulu: University of Hawai‟i & East-West Center 26 Kloss, H (1967) Abstand languages and Ausbau languages Anthoropological Linguistics 9:29-41 27 Labov, W (1972) The social stratification of English in New York City Washington: CAL 28 Lightbown, P.M and Spada, N.1999 How Languages are Learned (Revised Ed) Oxford: Oxford University Press 42 29 Lowenberg, P.H (1992) Testing English as a world language: Issues in assessing non-native proficiency In B.B Krachu (Ed.), The other tongue: English across cultures (2nd ed.) (pp.108-121) Urbana: University of Illinois Press 30 Marzano R.J et al (1994) Assessing Student‟s Outcome: Performance Assessment Using the Dimensions of Learning Virginia Alexandria: Association for Supervision and Curriculum Development 31 Matsuda, A 2003 The ownership of English in Japanese secondary schools World Englishes 22 (4): 483–96 32 Matsuda, A., & Matsuda, P.K (2001) Autonomy and collaboration in teacher education: Journal sharing among native and non native English-speaking teachers CATESOL Journal, 13(1), 109-121 33 McArthur, T (1998) The English languages Cambridge: Cambridge University Press 34 McKay, S L 2002 Teaching English as an international language Oxford: Oxford University Press 35 Pakir, A (1997) Standards and codification for world Englishes In L.E.Smith & M Forman, (Eds) World Englishes 2000 (pp.169-181) Honolulu: University of Hawaii Press 36 Shim, Rosa J (2002) The internet as a resource for teaching English as a world language Paper presented at the American Association of Applied Linguistics Annual Conference Salt Lake City, Utah 37 Strevens, P “What is „Standard English‟?” In Readings in English as an International Language Ed L Smith Pergamon, pp 87-94, 1983 38 Turner, J (1993) Using Likert scales in L2 research TESOL Quarterly 27 (4), 736-739 39 Trudgill, P (1992) Introducing language and society London: Penguin 40 Trudgill, P and Cheshire, J (1989) Dialect and education in the United Kindom In J Cheshire, V Edwards, H Munstermann & B Weltens (eds.), Dialect and education: some European perspectives Clevedon: Multilingual Matters Pp 94-109 43 APPENDICES Appendix 1: Student Questionnaire This questionnaire is designed to examine students’ understanding and attitudes towards Standard English (SE) and World Englishes (WEs) Your cooperation in completing the survey will be of great importance The information collected will be used only for the purpose of research, not for any other purposes It can be assured that you will not be identified in any discussion of the data Thank you for your cooperation! Section I General and Demographic Information □ first year □ second year □ male □ female Academic year Gender □ 18-20 Age □ 20-22 □ less than years Total number of □ third year □ fourth year □ 22+ □ to years □ more than 10 years years learning English Section II Students’ Understandings of Standard English and World Englishes For each of the following statements, please answer by putting  in a box, according to the following scale: - SA (strongly agree) - A (agree) - U (undecided) - D (disagree) - SD (strongly disagree) Questionnaire Items SA A U D SD Standard English is native varieties: traditional varieties of British, □ □ □ □ □ □ □ □ American, and Australian English Standard English is the language that was taken from BBC, VOA □ □ There is no Standard English □ □ □ □ □ I □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ People need to learn English as it is the international language □ □ □ English is an instrument to access the technology and civilization of □ □ native English-speaking countries When learning English, we must imitate the culture, philosophy or □ □ lifestyle of native English-speaking countries World Englishes are emerging localised or indigenized varieties of □ □ English As Asian people we need to learn Asian varieties of English such as □ □ Thai English, Singapore English, etc English should be considered as means of expression of the speakers‟ □ □ culture 10 Effective communication among users of different Englishes requires □ □ awareness of varieties in use & their cultural, social & ideational functions 11 Different users of English can misunderstand others due to different □ □ varieties of English 12 An awareness of different varieties would help students develop a more □ □ comprehensive view of the English language 13 Vietnamese English , namely Vietlish, is acceptable if it is □ □ □ communicable Section III Students’ Attitudes towards Native and Non-native English The following statements address students‟ attitudes towards learning native or non-native English in the classroom Please answer by putting  in a box that matches your position most, according to the following scale: - SA (strongly agree) - A (agree) - U (undecided) II - D (disagree) - SD (strongly disagree) Questionnaire Items SA A U D SD 14 English is used to communicate with native speakers than non-native □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ speakers 15 I want to use the variety of English which is commonly used by native □ □ speakers 16 I want to use the variety of English which enables me to communicate □ □ effectively with non-native speakers all over the world 17 I hope to pronounce as exactly as native speakers □ □ □ 18 My pronunciation is clear and can be understood by both native □ □ □ and non-native speakers anywhere 19 I use English in my own way and people everywhere can understand □ □ what I mean although sometimes they consider my grammar wrong 20 I master all grammar rules and use it to communicate successfully □ □ and I not want to learn things which not appear in my textbook 21 I learn all formal or informal grammar rules which is used to □ □ communicate by native speakers 22 People who can speak English with British or American accent are □ □ most respected 23 Native speaker teachers of English teach better than non-native □ □ □ speaker teachers of English 24 I prefer to learn English with native speaker teachers than with □ □ □ Vietnamese teachers of English III Appendix 2: Teacher Questionnaire This questionnaire is designed to examine teachers’ understanding and attitudes towards Standard English (SE) and World Englishes (WEs) Your cooperation in completing the survey will be of great importance The information collected will be used only for the purpose of research, not for any other purposes It can be assured that you will not be identified in any discussion of the data Thank you for your cooperation! Section I General and Demographic Information □ B.A □ male Academic level Gender □ M.A □ female □ 20-29 Age □ Ph.D □ 30-39 Total number of □ less than years years teaching English □ more than 20 years □ 40-49 □ to years □ 50+ □ 10 to 20 years Section II Teachers’ Understandings of Standard English and World Englishes For each of the following statements, please answer by putting  in a box, according to the following scale: - SA (strongly agree) - A (agree) - U (undecided) - D (disagree) - SD (strongly disagree) Questionnaire Items SA A U D SD Standard English is native varieties: traditional varieties of British, □ □ □ □ □ □ □ □ American, and Australian English Standard English is the language that was taken from BBC, VOA □ □ There is no Standard English □ □ □ □ □ IV □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ People need to learn English as it is the international language □ □ □ English is an instrument to access the technology and civilization of □ □ native English-speaking countries When learning English, we must imitate the culture, philosophy or □ □ lifestyle of native English-speaking countries World Englishes are emerging localised or indigenized varieties of □ □ English As Asian people we need to learn Asian varieties of English such as □ □ Thai English, Singapore English, etc English should be considered as means of expression of the speakers‟ □ □ culture 10 Effective communication among users of different Englishes requires □ □ awareness of varieties in use & their cultural, social & ideational functions 11 Different users of English can misunderstand others due to different □ □ varieties of English 12 An awareness of different varieties would help students develop a more □ □ comprehensive view of the English language 13 Vietnamese English , namely Vietlish, is acceptable if it is □ □ □ communicable Section III Teachers’ Views on Teaching World Englishes The following statements address teachers’ views on teaching World Englishes in the classroom Please answer by putting  in a box that matches your position most, according to the following scale: - SA (strongly agree) - A (agree) - U (undecided) V - D (disagree) - SD (strongly disagree) Questionnaire Items SA A U D SD 14 I want to teach variety of English which helps students to communicate □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ with both native and non-native speakers 15 American English should be taught in class instead of □ □ other Englishes □ 16 British English should be taught in class instead of other Englishes □ □ □ 17 I have interest in teaching World Englishes in classroom □ □ □ 18 I generally have positive attitudes towards World Englishes □ □ 19 World Englishes is proper for those who work for private companies □ □ 20 Teaching World Englishes creates opportunity for students □ to explore □ other varieties of English 21 Teachers need to prepare learners for future international encounters □ □ by exposing them to other varieties of English 22 World Englishes requires much preparation time compared to Standard □ □ English 23 World Englishes materials should be meaningful and purposeful based □ □ on the real-world context Section IV Reasons Teachers Choose or Avoid Teaching World Englishes Do you teach World Englishes in your classroom? □ YES If yes, please put  any reasons that you decide to teach World Englishes □ World Englishes promote learners’ needs and interests VI □ NO □ World Englishes help students well-prepared for their future job □ World Englishes encourage learners’ intrinsic motivation □ World Englishes give a broader view on different varieties of Englishes, especially Asian Englishes □ World Englishes diversify English using ablity and encourage students to be confident in communicating with other people all over the world □ World Englishes motivate learners by exploring the colour of other English varieties If you have other reasons, please write them down ( ) If no, please put  any reasons that you avoid teaching World Englishes □ Students are not used to World Englishes □ Materials in textbooks are not proper for using World Englishes □ There is not enough time to teach other Englishes besides Standard English □ I have difficulty in accessing World Englishes sources □ I have limited language proficiency towards World Englishes □ I have very little knowledge of World Englishes □ I am not prepared to integrate World Englishes into my lesson □ World Englishes are too complicated for students to study □ Assessment tends to focus on how closely learners conform to the native norm, mostly American and British If you have other reasons, please write them down ( ) VII Appendix 3: Interview Questions (For teacher of English at Hong Duc university) Who you think students will contact with more after they graduate: native speakers or non-native speakers? For you, the most important goal in teaching English is to help students communicate with native speakers, non-native speakers or both? Which kind of English are you teaching: British English or American English or both? Do you intend to introduce other varieties of English to your students? (Examples can be Singapore English, Japan English, India English and so on) Do you think that you will teach another kind of English instead of Standard English in the future? VIII