A survey study on vietnamese university english majored students’ and teachers’ attitudes towards world englishes

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES *********************** PHẠM THỊ HỒNG A SURVEY STUDY ON VIETNAMESE UNIVERSITY ENGLISH MAJORED STUDENTS‟ AND TEACHERS‟ ATTITUDES TOWARDS WORLD ENGLISHES (Nghiên cứu khảo sát thái độ sinh viên giáo viên đại học chuyên ngữ Việt Nam biến thể Tiếng Anh giới) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 HANOI - 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES *********************** PHẠM THỊ HỒNG A SURVEY STUDY ON VIETNAMESE UNIVERSITY ENGLISH MAJORED STUDENTS‟ AND TEACHERS‟ ATTITUDES TOWARDS WORLD ENGLISHES (Nghiên cứu khảo sát thái độ sinh viên giáo viên đại học chuyên ngữ Việt Nam biến thể Tiếng Anh giới) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor: Assoc Prof Dr Lê Văn Canh HANOI - 2017 DECLARATION I hereby certify that the thesis entitled “A SURVEY STUDY ON VIETNAMESE UNIVERSITY ENGLISH MAJORED STUDENTS‟ AND TEACHERS‟ ATTITUDES TOWARDS WORLD ENGLISHES” is the result of my research for the Degree of Master of Art, and the thesis has not been submitted for any degree at any other university or tertiary institution In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with normal conditions established by the librarian for the care, loan and reproduction of the paper Hanoi, July 2017 Phạm Thị Hồng i ACKNOWLEDGEMENTS It is an honor for me to express my gratitude to all who have helped me in the completion of this thesis First of all, I would like to express my deepest thanks to my supervisor, Prof Dr Le Van Canh, for his invaluable supervision, great support, persistent guidance, and timely encouragement I am truly grateful to his for the inspirable lectures, suggestions and materials for my research At the same time, I would like to extend my sincere thanks to all the teachers in Postgraduate Department of University of Language and International Studies for their precious lectures and suggestions My heartfelt thanks and blessings also go to all teachers and students at Department of Foreign Languages, Ha Noi Pedagogical University Number and USAcademy English Centre for their valuable information, assistance and cooperation in the completion of this study Last but not least, I take this opportunity to thank my all family members, friends, especially my mother whose strong support, assistance and encouragement have helped me complete this research To them all I dedicate this thesis ii ABSTRACT This survey study was aimed to find out the teachers‟ and students‟ attitudes towards World Englishes The purpose of this exploration is to gain an understanding of teachers‟ and students‟ attitudes towards WEs as well as how teachers‟ attitudes towards varieties of English are reflected in their classroom teaching Also, the study attempts to identify the gap between teachers' attitudes and their students' attitudes towards World Englishes Three instruments of data collection, audio recordings, questionnaires and interviews were used to achieve the purpose of the study The participants were teachers and students from English major University in Viet Nam In this study, in order to address the limitations of the questionnaire in exploring teachers‟ attitudes, focus group interviews will be used to elicit in-depth information about students‟ and teachers‟ attitudes towards different varieties of English and factors that shape their attitudes iii LISTS OF ABBREVIATION CEF Common European Framework of Reference for Languages EFL English as a Foreign Language EIL English as an International Language ELF English as a Lingua Franca ELT English Language Teaching ENL English as a native language ESL English as a second language GA General American HPU2: Ha Noi Pedagogical University Number IBID Ibidem L1 First language N Number ND No date NNS Nonnative speaker NS Native Speaker SLA Second language acquisition TESOL Teaching English to Speakers of Other Languages ULIS University of Languages and International Studies VOICE Vienna-Oxford International Corpus of English WEs World Englishes iv LISTS OF TABLES Table Students‟ attitudes towards non-native-English speakers‟ accents (N=150) 39 Table Students‟ opinions of the comprehensibility of various accents .40 Table Teachers‟ attitudes towards varieties of English (N=47) 43 Table Below shows the teachers‟ attitudes towards native-like pronunciation 44 Table Goals of pronunciation teaching to help students become as native-like as possible 45 v LISTS OF FIGURES Figure Three components of attitude Figure 2: Kachru's (1985, 2004) circles of English (adapted from Graddol 2006: 110) 14 Figure 3: The native speaker concept by Mukherjee (2005: 9) 15 vi TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LISTS OF ABBREVIATION iv LISTS OF TABLES v LISTS OF FIGURES vi PART A: THE INTRODUCTION 1 The rationale of the study Aim of study Objectives Research Questions .2 Scope Research Methodology Significance of the study .3 Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Definitions of Terminologies 1.2 Definition of World Englishes (WEs) 1.3 English as an international language (EIL) 1.4 English as a Lingua Franca 12 1.4.1 ELF and the English-speaking Community 12 1.4.2 ELF versus ENL and EFL 15 1.4.3 Research into ELF 17 1.5 English Language Teaching and ELF 20 1.5.1 Persistent Native Speaker Authority .20 1.5.2 Reforming ELT by ELF 22 vii 1.6 Accent and ELF 24 1.6.1 What Is Accent? 24 1.6.2 Studies of Accent and Attitude (ELF) 26 1.7 Studies on students‟ and teachers‟ attitudes towards Wes .27 CHAPTER II: RESEARCH METHODOLOGY 32 2.1 The context of the study 32 2.2 Research Questions 33 2.4 Research participants .34 2.5 Instruments for Data Collection .35 2.5.1 Audio recordings .35 2.5.2 Questionnaires 35 2.5.3 Interviews 36 2.6 Data Collection Procedures 37 2.7 Data Analysis Procedure 38 CHAPTER III: RESULTS AND DISCUSSION 39 3.1 The student questionnaire data .39 3.2 The student interview data .41 3.3 Teachers‟ questionnaire data 43 3.4 Teachers‟ attitudes towards native-like pronunciation 44 3.5 Discussion 45 PART C: CONCLUSION .47 Summary of major findings 47 Implications .48 Limitations of the Study 50 REFERENCES Error! 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A Please tick (V) your option at one of the four columns Non – native speaker Rất khó hiểu Khó hiểu Hiểu Hiểu nhiều (I (I (I understand (I understand understand understand the nothing) little) idea) Arabic Speaker Korean Speaker Canada Speaker Chinese Speaker Vietnamese Speaker I main almost every word spoken) B Please tick (V) your option at one of the four columns Non – native speaker Rất không Không thích (very thích Thích Rất thích (like) (like much (dislike) very much) dislike ) Arabic Speaker Korean Speaker Canada Speaker Chinese Speaker Chinese Speaker C How is your opinion about the English accents by non – native speaker and native speaker teachers in your classroom ? (Hãy cho biết ý kiến em giọng nói tiếng anh Thầy Cơ giáo dạy mơn tiếng anh lớp em?) Vietnamese speakers: Canada speakers: II England speakers: American speakers: III Appendix 2: SURVEY QUESTIONNAIRE ON TEACHERS‟ ATTITUDES TOWARDS VARIETIES OF ENGLISH This survey questionnaire is designed to find out the teachers‟ attitudes towards the non-native teacher speaks English in the classroom as my completion for my MA thesis titled ““A survey study on Vietnamese university English majored students‟ and teachers‟ attitudes towards World Englishes” It is highly appreciated if you could spend your little time completing truthfully the questionnaire All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data It will take approximately 15 minutes to complete the survey Thank you very much for your cooperation! TEACHERS‟ ATTITUDES TOWARDS VARIETIES OF ENGLISH No Questions In your opinion, is it important for you to know different varieties of English? In your opinion, is it important for your students to know different varieties of English? What variety of English you use in your teaching? d British English e American English f Other varieties What makes you use that variety? The teaching materials (textbooks, audio materials)? Your experience with non-native-English speakers? Your reading about English as an international language? Will you teach other varieties of English some day? d Definitely e Not sure f No idea IV Appendix 3: Interview Transcripts INTERVIEWS WITH NINETEEN STUDENTS FROM THE FIRST TO FOURTH YEAR STUDENTS ABOUT THEIR ATTITUDES TOWARDS NATIVE-SPEAKER AND NON-NATIVE SPEAKER TEACHERS Schedule 1: I prefer learning with native-speaker teachers because they can correct my pronunciation In comparison with Vietnamese teachers of English, the native-English-speaking teachers show better pronunciation Schedule 2: When learning with the native-speaker teachers I have more opportunities to communicate in English They speak English better than the Vietnamese teachers and they are more caring Schedule 3: I prefer learning with both native and non-native speaker teachers When learning with native-speaker teachers, I can practice all four skills: listening, speaking, reading and writing … Their teaching method is better because they know how to combine learning and play effectively and they know how to help students learn through games The only thing I don‟t like about them is they tend to speak too fast for me to understand what they are talking about For the Vietnamese teachers, I find it easier to talk with them, but they spend too much time talking about rules Schedule 4: I like both native and non-native speaker teachers I have more input from the native speaker teachers, which helps me acquire vocabulary better and improve my communicative skills But Vietnamese teachers help me learn grammar better, which makes me more self-confident When I don‟t understand anything, I can ask them and I can develop my grammar better with Vietnamese teachers V Schedule 4: Even if I continue to learn English more in the future, I will never learn with non-native-speaker teachers coming from Singapore, Indonesia, Korea, China, or Phillippines These teachers not speak English as well as the native-speaker teachers For example, my teacher, Mr Ben, speaks beautiful British-English Schedule 6: Vietnamese teachers can explain difficult content better I had learnt English with native-speaker teachers for two years at school It was really difficult for me to understand them although they did not get angry and they tried to hide their anger when the students made errors or made noise in the classroom Schedule 7: It doesn‟t matter whether you like American-English or BritishEnglish, it is necessary to familiarize yourself with non-native varieties The reason is even though you study or work in English-speaking countries like Australia, America, UK, there are a great number of immigrants living and working there These immigrants will use different varieties of English depending on where they come from: India, Sri-Lanka, Korea, Thailand.If you only learn British-English or American-English, you are sure to have problem communicating with those people My brother experienced serious problem when he first arrived in Australia comprehending Indian-American professors What I mean is it would be a good opportunity if you learn English with both native-speaker and non-native-English speakers from Singapore, the Phillippines, Indonesia, etc VI ... attitudes, World Englishes, English as an International Language, English as a Lingua Franca, English Language Teaching and ELF, Accent and ELF, studies on students‟ and teachers‟ attitudes towards. .. countries because it is an and arguably the international language A majority of English language users today have acquired English as an additional language (Graddol, 1997), and they use it as a medium... literature on English language attitudes and English accent attitudes has been plentiful; scholars have looked into attitudes towards regional native-speaker accents and nonnative-speaker accents,