Đang tải... (xem toàn văn)
The spread of English on a global language has resulted in the emergence of a new paradigm of English language teaching, English as an International Language (EIL), which switches the focus from native models to communicative effectiveness and the equal status of all varieties of English and cultures. This emergence urges scholars, educators and teachers to reconsider the appropriate approach to design syllabus materials. In Vietnam, though the goal of communicative effectiveness in English language teaching (ELT) is acknowledged, EIL syllabus material design remains at the stage of exploring teachers’ and students’ perceptions of EIL. Little attention has been given to measure the extent to which EIL has actually been incorporated in teaching materials. This study aims to explore the perceptions of material developers regarding EIL incorporation in teaching materials and the actual extent of EIL integration in teaching materials within the scale of listening skill of the course 2B, Fasttrack program, Faculty of English Teacher Education. The results show that there exists a mismatch between the material developers’ appreciation of EIL incorporation and their modest practices of incorporating EIL in teaching materials. However, due to various shortcomings, the study asks for more related research regarding the incorporation of EIL to capture a big picture of EIL implementation.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER INCORPORATING ENGLISH AS AN INTERNATIONAL LANGUAGE IN TEACHING MATERIALS OF LISTENING SKILL FOR FIRST-YEAR FAST-TRACK STUDENTS Supervisor: Nguyen Thi Thu Hang, M.A Student: Nguyen Phuong Anh Course: QH2014.E1 HANOI - 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƢỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƢ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP KẾT HỢP TIẾNG ANH NHƢ MỘT NGÔN NGỮ QUỐC TẾ VÀO TRONG TÀI LIỆU DẠY NGHE DÀNH CHO SINH VIÊN NĂM NHẤT CHƢƠNG TRÌNH CHẤT LƢỢNG CAO Giáo viên hƣớng dẫn : Ths Nguyễn Thị Thu Hằng Sinh viên : Nguyễn Phƣơng Anh Khóa : QH2014.E1 HÀ NỘI - 2018 ACCEPTANCE PAGE I hereby state that I, Nguyen Phuong Anh, QH2014.E1, being a candidate for the degree of Bachelor of Arts Honors Program accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library 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 the normal conditions established by the librarian for the care, loan or reproduction of the paper (Signed) Nguyen Phuong Anh 29/05/2018 i ACKNOWLEDGEMENT To be honest, this graduation paper is the first scientific work of one-hundred percent mine From the start of the thesis till the day of submission, I have met with thousands of pressures and obstacles that no words could express From finding a supervisor, finding reference materials, making sense of the materials, collecting data just to receive refusal, and then again making sense of the collected materials, I was always swimming in a sea with no island within sight Luckily, I was not without saviors and delightful moments But for these people, I could not manage to swim through to the submission day So this acknowledgement is a token of my gratitude to those who have supported me for the last six months Firstly, I would like to express my sincere gratitude to my supervisor Ms Thu Hang for her continuous support of my study and her knowledge and experience that guide me to the end of the graduation paper I would also like to treasure her patience, motivation, and tolerance for my procrastination Furthermore, I would also like to send the deepest thank to Ms Pham Ha for having been my academic advisor for my thesis I could not have imagined where this study could have been destined to without my supervisor and advisor Secondly, I deeply appreciate the participants of this study, the Fast-track firstyear classes and their teachers, who have willingly and enthusiastically participated in this study Thirdly, I would like to sincerely thank my soulmate, Minh Duc, who has supported me mentally, physically and academically I have to admit that I benefit a great deal from exchanging my difficulties with him, even though we are different in research fields Fourthly, I owe my family members a big thank for their spiritual support in times of hardship and also my cats for entertaining me when I am down Without them, I would not have managed at all, let alone finish the graduation paper Fifthly, I thank my friends and classmates who have taken time to listen to my difficulties and helped me when I am in need Thanks for being sleeplessly together during those final days of our university life Finally, I want to thank myself… for not quitting As my supervisor said, “You should be proud of yourself” I am ii ABSTRACT The spread of English on a global language has resulted in the emergence of a new paradigm of English language teaching, English as an International Language (EIL), which switches the focus from native models to communicative effectiveness and the equal status of all varieties of English and cultures This emergence urges scholars, educators and teachers to reconsider the appropriate approach to design syllabus materials In Vietnam, though the goal of communicative effectiveness in English language teaching (ELT) is acknowledged, EIL syllabus material design remains at the stage of exploring teachers‟ and students‟ perceptions of EIL Little attention has been given to measure the extent to which EIL has actually been incorporated in teaching materials This study aims to explore the perceptions of material developers regarding EIL incorporation in teaching materials and the actual extent of EIL integration in teaching materials within the scale of listening skill of the course 2B*, Fast-track program, Faculty of English Teacher Education The results show that there exists a mismatch between the material developers‟ appreciation of EIL incorporation and their modest practices of incorporating EIL in teaching materials However, due to various shortcomings, the study asks for more related research regarding the incorporation of EIL to capture a big picture of EIL implementation iii TABLE OF CONTENTS ACCEPTANCE PAGE i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv ABBREVIATIONS vii LIST OF FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of research problem and questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 Key concepts in teaching English as an International Language 2.1.1 The spread of English as an International Language 2.1.2 English as an International Language and World Englishes 2.1.3 Features of English as an International Language 2.2 Teaching English as an International Language 10 2.2.1 Changing communicative contexts 10 2.2.2 The need to teach English as an International Language 11 2.3 Teaching materials in English as an International Language 11 2.3.1 Definition of teaching materials 11 2.3.4 Traditional teaching materials 12 2.3.5 Principles of EIL material evaluation 13 2.4 Teaching listening skill in Fast-track program 18 2.4.1 Teaching listening skill in the course 2B* 18 2.4.2 Listening materials in the course 2B* 18 CHAPTER 3: METHODOLOGY 21 iv 3.1 Introduction 21 3.2 Research approaches 21 3.3 Data collection methods 21 3.2 Data collection instruments 23 3.3 Data collection process 24 3.3.1 Participants 24 3.3.2 Data collection procedure 25 3.4 Data analysis 26 3.4.1 Document analysis 26 3.4.2 Interviews 27 CHAPTER 4: RESULTS AND DISCUSSION 28 4.1 Findings from interviews 28 4.1.1 Different interpretations of EIL 28 4.1.2 Recognition of the importance of teaching EIL in the globalized context 29 4.1.3 The need to incorporate EIL in teaching listening to first-year students in Fast-track program 30 4.1.4 The perceptions of incorporating EIL in teaching materials 31 4.2 Findings from document analysis 33 4.2.1 Evaluation of the sources of the teaching materials 33 4.2.2 Overview of the EIL integration in teaching materials of listening skill 35 4.2.3 Material evaluation by specific principles 38 CHAPTER 5: CONCLUSION 46 5.1 Summary of major findings 46 5.1.1 The perceptions of integrating EIL in teaching materials 46 5.1.2 The extent of EIL inclusion in the teaching materials of listening skill 47 5.2 Implications 48 5.3 Limitations of the study 49 5.4 Suggestions for further studies 49 REFERENCES 50 v APPENDIX 1: LIST OF 2B* COURSE MATERIALS 55 APPENDIX 2: CHECKLIST FOR EVALUATING EIL TEACHING MATERIALS 56 APPENDIX 3: DOCUMENT ANALYSIS RECORD 58 APPENDIX 4: INTERVIEW QUESTIONS 60 APPENDIX 5: SAMPLE OF INTERVIEW TRANSCRIPT 61 vi ABBREVIATIONS EIL English as an International Language ELT English language teaching ESL English as a Second language FELTE Faculty of English Language Teacher Education NS Native speaker NNS Non-native speaker ULIS University of Languages and International Studies VNU Vietnam National University WE World Englishes ELF English as lingua franca EGL English as global language vii LIST OF FIGURES Figure 2.1 Kachru‟s three circle of World Englishes (Kachru, 1992) Figure 3.2 Summary of data collection procedure Figure 4.3 Material evaluation by EIL material evaluation principles Figure 4.4 The level of EIL integration by sub-criteria Figure 4.5 The correlation between the teaching contents and the incorporated varieties of English LIST OF TABLES Table 3.1 Summary of sources of data Table 4.1 The total number of collected documents and the distribution by type of listening activity Table 4.2 The EIL integration in different types of materials Table 4.6 One example of local culture in the teaching materials viii This result is well-aware by the material developers as they note two challenges they encounter when developing materials Firstly, because of the availability of materials in the market nowadays, they opt for the materials that are in hand to design the listening materials This also leads to the fact that the majority of the teaching materials used to teach listening skill embrace Inner-circle model Secondly, the time constraints within a lesson they cannot supplement more EIL in the teaching materials After all, the material developers share a significant note regarding the development of the course 2B* that the course has been revised many times during the process of teaching and receiving feedbacks from students Hence, the incorporation of EIL has been paid attention to and will continue to receive attention in the future 5.2 Implications Taken together, these results suggest that there seems to be a certain contradict between the material developers‟ perceptions and the actual practices of integrating EIL in teaching materials of listening skill This indicates the need for more place for EIL in the teaching materials as teaching EIL has become increasingly crucial (Matsuda, 2012; McKay & Brown, 2016) However, the integration of EIL neither implicates a total replacement of all current ELT teaching materials nor is simply done by “adding a new lesson or component of EIL to an existing programme What is needed is a complete revision of the entire programme, using one‟s understanding of the use of English in international contexts as a foundation that influences every single aspect of the curriculum It entails a major overhaul, but a much-needed one.” (Mastuda & Friendrich, 2012, p 25) To this end, as the “curricular-instructional gatekeeper” (Thorton, 1989), teachers as material developers should go to great lengths to conduct learners‟ needs analysis and examine the practice of material designs that resonate with communicative contexts (McKay, 2012) In such cases, Matsuda (2012) postulates the process of and possible sources for supplementing materials in the light of EIL, which should be taken into consideration when revising the course 48 5.3 Limitations of the study Even though the study has sought answers to the research questions as mentioned in Chapter 1, the results of this study should be treated with cautions for their limitations Firstly, even though the study sets out to explore the teaching materials of listening skill to Fast-track first-year students, the scope of the study is only the teaching materials in the second semester Secondly, in terms of research methods, though semi-structured interviews prove to be an effective tool to investigate the material developers‟ perceptions, the bias in interpreting data is unavoidable The same bias problem can also happen in document analysis as this method also employs content analysis Thirdly, because of the small scale of participants, the study may be subject to generalizations Therefore, the findings cannot be extrapolated all the courses of Fast-track program Fourthly, within the scope of a graduation thesis, the integration of EIL in this study was only conducted from the perspectives of teachesmaterial developers, which is profoundly in need for a more multi-facet approach to increase the reliability of the study 5.4 Suggestions for further studies Based on the limitations of this study, future research in the field of EIL incorporation needs to expand to a larger scope to capture a broad view of EIL paradigm shifts taking place in ULIS Further research can be conducted in different courses or within a larger scope of material developers Finally, apart from teachers‟ perceptions, students‟ perspectives towards the EIL inclusion should also be the center of the foreground in later studies 49 REFERENCES Alptekin, C (2005) Dual language instruction: Multiculturalism through a lingua franca In A TESOL Symposium on Dual Language Education: Teaching and Learning in Two Languages in the EFL Setting (pp.5-11) Istanbul: Boaziỗi University Bowen, G A (2009) Document analysis as a qualitative research method Qualitative research journal, 9(2), 27-40 Brown, K (1995) World Englishes: To Teach or Not to Teach? World Englishes, 14(2), 233- 245 Canagarajah, A S (1999) Resisting Linguistic Imperialism in English Teaching Oxford: Oxford University Press Chastain, K (1988) Developing second language skills: Theory and practice (3rd ed.) USA: Harcourt Brace Jovanovich Creswell, J W (2013) Research design: Qualitative, quantitative, and mixed methods approaches Sage publications Crystal, D (1997) English as a global language Cambridge: Cambridge University Press Crystal, D (2003) English as a global language (2nd Ed.) Cambridge, England: Cambridge University Press Do, H T (2006) The role of English in Vietnam‟s foreign language policy: A brief history In 19th annual EA Education conference Do, N T (2012) Native and non-native approaches to teaching English as a Global Lingua Franca as perceived by teachers and students at the faculty of English Language Teacher Education, ULIS, VNU (Master's thesis, University of Languages and International Studies, Vietnam National University, 2012) Hanoi Retrieved December 09, 2017 Doan, N B (2014) Teaching the target culture in English teacher education programs: Issues of EIL in Vietnam In The Pedagogy of English as an International Language (pp 79-93) Springer, Cham Fast-track Division (2018) Course Guide English 2B* Hanoi: Faculty of English Teacher Education 50 García, R E (2013) English as an International Language: A Review of the Literature Colombian Applied Linguistics Journal, 15(1), 113-126 Graddol, D (1997) The Future of English London: British Council Hinkel, E (Ed.) (1999) Culture in second language teaching and learning Cambridge University Press Hoang, L C., Nguyen, T N., Pham, T T & Nguyen, T M T (2016) Compiled materials for English 2B* Fast-track Division, FELTE, ULIS, VNU Hanoi Hoang, V V., Quynh, T L., Nguyen, C T., Le, D K., Phan, N C., Nguyen, L P., Kaye, D (2015) Tieng Anh (1st ed., Vol 1, English language textbooks) Hanoi: Educational Publishing House Honna, N (2000) Some remarks on the multiculturalism of Asian Englishes Intercultural Communication Studies, 10(1), 9-16 Hymes, D (1972) On communicative competence In J B Pride & J Holmes (Eds.) Sociolinguistics (pp 269–93) Harmondsworth: Penguin Jenkins, J (2006) Current perspectives on teaching World Englishes and English as a Lingua Franca TESOL Quarterly, 40 (1), 157-181 Jekins, J (2009) World Englishes: A Resource Book for Students (2nd ed.) London: Routledge Jiang, W (2000) The relationship between culture and language ELT journal, 54(4), 328-334 Kachru, B.B (1985) Standards, codification and sociolinguistic realism: The English language in the outer circle In R Quirk and H Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp 11-36) Cambridge: Cambridge University Press Kachru, B B (1990) World Englishes and applied linguistics World Englishes, 9(1), 3-20 Kachru, B B (1992) World Englishes: Approaches, issues and resources Language teaching, 25(1), 1-14 Kachru, B., Kachru, Y., & Nelson, C (Eds.) (2009) The handbook of world Englishes (Vol 48) John Wiley & Sons 51 Kopperoinen, A (2011) Accents of English as a lingua franca: a study of Finnish textbooks International Journal of Applied Linguistics, 21(1), 71-93 Le, V C (2007) A historical review of English language education in Vietnam English education in Asia: History and policies, 167-179 Marlina, R (2014) The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues The Pedagogy of English as an International Language English Language Education, 1-19 doi:10.1007/978-3-319-061276_1 Marlina, R (2018) Teaching English as an International Language: implementing, reviewing, and re-envisioning world Englishes in language education (pp 20, 24) Abingdon, Oxon: Routledge Marlina, R., & Giri, R (2013) We provide the best international education and use international-oriented learning materials”: Questioning the „international‟from the perspective of English as an International Language Contextualising the pedagogy of English as an international language: Issues and tensions, 75-98 Matsuda, A (2003) Incorporating world Englishes in teaching English as an International Language Tesol Quarterly, 37(4), 719-729 Matsuda, A (2012) Teaching materials in EIL In L Alsagoff, S L McKay, G W Hu, & W Renandya (Eds.), Principles and practices for teaching English as an International Language (pp 168 – 85) New York: Routledge Matsuda, A & Friendrich, P (2010) When five words are not enough: A conceptual and terminological discussion of English as a lingua franca, International Multilingual Research Journal, 4, 20 – 30 McCarthy, M., & ODell, F (2008) English collocations in use Advanced Cambridge: Cambridge University Press McKay, S L (2002) Teaching English as an International Language Oxford: Oxford University Press McKay, S L (2012) Teaching materials for English as an International Language In A Matsuda (Ed.), Principles and practices of teaching English as an international language (pp.70-83) Bristol: Multilingual Matters McKay, S., & Brown, J D (2016) Teaching and Assessing EIL in Local Contexts Around the World New York: Routledge 52 Ngoc, D B (2011) English as an international language (EIL): Relationship to English studies in the Asia-Pacific region (Doctoral dissertation) Norton, B (1997) Language, Identity, and the Ownership of English TESOL Quarterly, 31(3), 409-428 doi:10.2307/3587831 Nunn, R (2007a) Competence and teaching English as an International Language The Journal of English as an International Language, 1, 11-24 Nunn, R (2007b) Re-defining communicative competence for international and local communities The Journal of English as an International Language, 2, 7-49 Nunn, R., & Sivasubramaniam, S (2011) From defining EIL competence to designing EIL learning The Journal of English as an International Language, 51, 4-30 Phan, N L H (2016) English as an International Language (EIL) in Vietnam: A study of Vietnamese ELT teachers’ reflections (PhD's thesis, Monash University) Monash University Retrieved November 10, 2017 Phan, N L H (2017) Challenges/constraints in teaching today‟s English in Vietnam: Teachers‟ voices Quirk, R (1990) Language varieties and standard English Today (1), 3-10 Rajadurai, J (2005) Revisiting the Concentric Circles: Conceptual and Sociolinguistic Considerations The Asian EFL Journal Quarterly,7(4), 111-130 Romaine, S (1992) English: From village to global village In T.W Machan & C T Scott (Eds.), English in its social context: Essays in historical sociolinguistics (pp 253-60) New York: Oxford University Press Sharifian, F (2009) English as an International Language: Perspectives and Pedagogical Issues Bristol: Multilingual Matters Seidlhofer, B (2005) Language variation and change the case of English as a lingua franca In K Dziubalska-Kolaczyk & J Przedlacka (Eds.), English Pronunciation Models: A Changing Scene (pp 59-75) Bern, Switzerland: Peter Lang Seidlhofer, B (2011) Understanding English as an International Language Oxford Oxford University Press Smith, L E (1992) Spread of English and Issues of Intelligibility The other tongue: English across cultures, 2, 75-90 53 Thornton, S J (1989) Aspiration and Practice: Teacher as Curricular-Instructional Gatekeeper in Social Studies Tomlinson, B (2003) A multidimensional approach to teaching English for the world In R Rubdy & M Saraceni (Eds), English in the World: Global Rules, Global Roles (pp 130 – 150) London Continuum Ton, N N H., & Pham, H H (2010) Vietnamese teachers‟ and students‟ perceptions of global English Language Education in Asia, 1(1), 48-61 Truong, L B (2004) Methodology for English as an International Language Teacher's edition, Winddowson, H.G (1997) EIL, ESL, EFL: Global issues and local interests World Englishes, 16 (1), 135 – 146 54 APPENDIX 1: LIST OF 2B* COURSE MATERIALS Core materials: Hoang, L C., Nguyen, T N., Pham, T T & Nguyen, T M T (2016) Compiled materials for English 2B* Fast-track Division, FELTE, ULIS, VNU Hanoi Osborne, C (2009) Exam Essentials - First Certificate Practice Tests, Palgrave Macmillan, Heinle Cengage Learning Supplementary materials: Budden, J (2009) Teen World Cambridge: Cambridge University Press Craven, M (2004) Listening extra Cambridge: Cambridge University Press Cunningham, G., Bell, J & Redston, C (2009) Face2Face advanced – student’s book Cambridge: Cambridge University Press Cunningham, G & Redston, C (2007) Face2Face upper-intermediate – student’s book Cambridge: Cambridge University Press Edmunds, P., McKinnon, N & Zeter, J (2009) Developing skill for the TOEFL iBT (2nd ed.) Compass Publishing Evans, V., Milton, J & Dooly, J FCE Listening and Speaking skills Express Publishing Hancock, M (1995) Pronunciation games Cambridge: Cambridge University Press Hancock, M (2003) English pronunciation in use: intermediate level Cambridge: Cambridge University Press Harrison, M (2010) FCE test builder MacMillan 10 Hewings, M (2007) English pronunciation in use: advanced level Cambridge: Cambridge University Press 11 Lucas, S E (2012) The art of public speaking (11th ed.) New York: McGraw Hill 12 Osborne, C (2009) Exam Essentials - First Certificate Practice Tests, Palgrave Macmillan, Heinle Cengage Learning Other online sources 55 APPENDIX 2: CHECKLIST FOR EVALUATING EIL TEACHING MATERIALS Factual details: Topic of teaching material: Type of teaching materials: Date of evaluation: Objectives of the lesson: Criteria for evaluation: Use the following checklist based on the Principles of EIL material development to evaluate the quality of teaching materials Circle the item that indicates the presence of the criteria • Y = Yes • N = No Principle 1: EIL syllabus materials should provide students with exposure to varieties of English Yes No Teaching materials present different varieties of English Y N Teaching materials orient students towards the legitimacy of different varieties Y N The varieties of English employed in materials are relevant to local contexts Y N Principle 2: EIL syllabus materials should include representation of a variety of multilingual Yes speakers of world Englishes and of interaction among them No Teaching materials include examples of speakers from Inner-, Outer- and Expanding- Circles Y N The representations are depicted in a comprehensive way and not affected by native norms Y N Principle 3: EIL syllabus materials should include representation of and exposure to different Yes 56 No culture values Teaching materials include global culture Y N Teaching materials include culture(s) of future interlocutors Y N Teaching materials include learners‟ own culture Y N Cultures represented in teaching materials are not limited to conventions or stereotypes Y N Principle 4: EIL syllabus materials should provide students with skills to communicate across Yes differences No 10 Teaching materials equip students with interpersonal strategies Y N 11 Teaching materials equip students with attitudinal resources Y N Summary of the results: Principle 1: Principle 2: Principle 3: Principle 4: 57 APPENDIX 3: DOCUMENT ANALYSIS RECORD Week … Topicbased Principle 1: EIL syllabus materials should provide students with exposure to varieties of English Teaching materials present different varieties of English Teaching materials orient students towards the legitimacy of different varieties The varieties of English employed in materials are relevant to local contexts Principle 2: EIL syllabus materials should include representation of a variety of multilingual speakers of world Englishes and of interaction among them Teaching materials include examples of speakers from Inner-, Outer- and Expanding- Circles The representations are depicted in a comprehensive way and not affected by native 58 Vocabulary Week … Pronunciation Topicbased Vocabulary Pronunciation norms Principle 3: EIL syllabus materials should include representation of and exposure to different culture values Teaching materials include global culture Teaching materials include culture(s) of future interlocutors Teaching materials include learners‟ own culture Cultures represented in teaching materials are not limited to conventions or stereotypes Principle 4: EIL syllabus materials should provide students with skills to communicate across differences 10 Teaching materials equip students with interpersonal strategies 11 Teaching materials equip students with attitudinal resources 59 APPENDIX 4: INTERVIEW QUESTIONS How you understand teaching English as an International Language? Do you think it is important to teach English as an International Language to language students? What you think about the integration of EIL in teaching listening to first-year students in Fast-track program? Is it necessary? As a material developer of the course 2B*, how did you incorporate EIL into the materials of listening skills? In which components of the materials? Detailed questions: Do you think that teaching materials should strictly follow one certain variety of English or incorporate different varieties of English? In what way have the teaching materials of the course 2B* provided exposure to different varieties of English? Which you think is more important for students: being exposed to the interactions between speakers of world Englishes or the interactions between native speakers only? As a material developer of the course 2B*, how did you incorporate such interactions in teaching materials? Do you think it is important to teach cultures when teaching listening in the context of EIL? 10 Can you reflect on how each culture was included in listening materials of the course 2B*? How about local culture? 11 Do you think that students should be equipped with skills to communicate across the differences? 12 Is it necessary to include communication skills across the cultures in teaching materials? 13 How you realize the inclusion of such skills in teaching materials of listening? 60 APPENDIX 5: SAMPLE OF INTERVIEW TRANSCRIPT R: How you understand teaching English as an international language (TEIL)? “Well, I think that TEIL is a need in the globalized context Previously, I myself thought that the Standard English, AmE and BrE were the two models students needed to acquire However, gradually I find out that the more varieties students get to expose, the better for their later use of English, especially in their working environment So English is now a Lingua Franca, it is not only owned by native speakers only, but for different language users all around the world So yes… TEIL is very important to the students.” R: What you think about the integration of EIL in teaching listening to firstyear students in Fast-track program? “I think it is not only important in the listening skill but other skills also So just because I am in charge of the listening skill then I feel the need to get my students exposed to different varieties of English I try to adapt my materials, update my materials so that it will meet the need to my students.” R: So as a material developer of the course 2B*, in what way have you incorporated the elements of EIL in the teaching materials? “As you observe my lesson, it is clearly demonstrated in the pronunciation part In week 13 and 14, EIL is clearly, directly incorporated in the materials However, it is not just in these two weeks I also want my students to get to know more about EIL So in other materials like handouts, we have theme-based listening, vocabulary, B2+ listening preparation, we also try to incorporate EIL in these sections.” R: So you think that teaching materials should strictly follow one variety or incorporate many different varieties of English? “The more varieties the better.” 61 R: So in what way have the teaching materials have provided students with exposure to different varieties of English? “I think it depends on the sources Of course, this is not the primary objective of incorporating EIL The first thing we need to ensure is that the materials serve the objectives of the lesson For example, it needs to be under the theme for theme-based listening And after that, we consider other factors like EIL is one of them.” R: So you think that the incorporation of varieties of English is enough for your students? “I think that the concept of enough is really hard to define My goal in designing this course is that I want to raise their awareness of the existence of different varieties of English and to get them to know some basic varieties Within the scope of this course, it is really hard to incorporate a lot of materials because, as you see, in my lesson there are a lot of sections, at least That's really hard for me The best thing I can here is the raise their awareness I can see that there is a change in my students' attitudes and awareness about different varieties of English.” R: I also want to ask about the interactions between the speakers Which one you think is more beneficial to your students: the interactions between speakers of world Englishes or the interactions between Inner-Circle countries “MaDev1: It depends on their needs It depends on their needs It depends on the the environment where they use their language I cannot answer this question because maybe you need to ask my students.” 62 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƢỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƢ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP KẾT HỢP TIẾNG ANH NHƢ MỘT NGÔN NGỮ QUỐC TẾ VÀO TRONG TÀI LIỆU DẠY NGHE DÀNH CHO SINH VIÊN NĂM NHẤT CHƢƠNG... CHƢƠNG TRÌNH CHẤT LƢỢNG CAO Giáo viên hƣớng dẫn : Ths Nguyễn Thị Thu Hằng Sinh viên : Nguyễn Phƣơng Anh Khóa : QH2014.E1 HÀ NỘI - 2018 ACCEPTANCE PAGE I hereby state that I, Nguyen Phuong Anh, ... greater degrees than ever before (Le, 2006; Ton & Pham, 2010) English is chosen as compulsory subjects in most universities and schools (Le, 2006) Recently, it has been made the instructional medium