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

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ MINH NGỌC 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 QUAN ĐIỂM CỦA GIÁO VIÊN VÀ SINH VIÊN KHOA SƯ PHẠM TIẾNG ANH, ĐHNN-ĐHQGHN VỀ ĐỊNH HƯỚNG BẢN NGỮ VÀ PHI BẢN NGỮ TRONG GIẢNG DẠY TIẾNG ANH NHƯ MỘT NGÔN NGỮ TRUNG GIAN TOÀN CẦU M.A Combined Program Thesis Field: English Language Teaching Methodology Code: 60.14.10 HANOI – 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ MINH NGỌC 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 QUAN ĐIỂM CỦA GIÁO VIÊN VÀ SINH VIÊN KHOA SƯ PHẠM TIẾNG ANH, ĐHNN-ĐHQGHN VỀ ĐỊNH HƯỚNG BẢN NGỮ VÀ PHI BẢN NGỮ TRONG GIẢNG DẠY TIẾNG ANH NHƯ MỘT NGƠN NGỮ TRUNG GIAN TỒN CẦU M.A Combined Program Thesis Field: English Language Teaching Methodology Code: 60.14.10 Supervisor: Dr Ngo Huu Hoang HANOI – 2012 LIST OF TABLES AND FIGURES Figures Figure Content Page Figure Kachru‟s categorization of countries in which English is used 11 Figure Selinker‟s interlanguage continuum 29 Figure Medgyes‟s version of interlanguage continuum 29 Tables Table Table Content Page Perceived differences in Teaching Behavior between NESTs and NNESTs (Medgyes, 1994) 33 Table Students‟ preference of language teachers 46 Table Teachers‟ preference of language teachers 49 Table Table Students‟ perception of the strengths and weaknesses of NESTs and Vietnamese teachers Teachers‟ perception of the strengths and weaknesses of NESTs and Vietnamese teachers 53 55 Table Use of English outside the classroom 60 Table Students‟ goal of learning English 61 Table Students‟ perceptions of Native and Non-native English 64 Table Students‟ preference of Native and Non-native Pronunciation 65 Table 10 Students‟ preference of Grammar 65 Table 11 Students‟ perceptions of NS spoken grammar 67 Table 12 Students‟ preference of Culture 68 Table 13 Teachers‟ preference of Native and Non-native Pronunciation 69 Table 14 Teachers‟ preference of Grammar 70 Table 15 Teachers‟ preferred grammar model 71 Table 16 Teachers‟ perceptions of spoken grammar 72 Table 17 Teachers‟ perceptions of Students‟ Cultural Preference 73 Table 18 Teachers‟ preference of Culture 74 Table 19 Teachers‟ views on the current situation 76 Table 20 Teachers‟ views about the future 77 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v PART I – INTRODUCTION 1 Rationale of the study Previous Studies 3 Scope of the study Research objectives and research questions Significance of the Study Design of the study PART II – DEVELOPMENT 10 Chapter 1: Theoretical background 10 1 Key concepts in English as a Lingua Franca 10 1 The worldwide spread of English in the era of globalization 10 1 Kachru‟s Three Circles Model and English varieties 11 1 World Englishes, Word Standard English and New Englishes 14 1 International English and English as a Lingua Franca 15 Native Model versus Non-Native Model 18 Native Speaker – an ambiguous concept 18 2 Native Speaker Model or Non-Native Speaker Mode: a controversy 21 Native English Speaking Teachers (NESTs) versus Non-native English Speaking Teachers (NNESTs) 29 A discussion of language teaching competence of NESTs and NNESTs 29 Attitudes towards NESTs and NNESTs 36 vi Chapter 2: Research Methodology 41 Participants 41 2 Research approach 42 Research method 43 Data collection method 43 1 Open-ended questionnaire 43 Interviews 44 Data analysis method 45 Chapter 3: Findings Analysis and Discussion 46 Perceptions of Native and Non-Native English Speaking Teachers 46 1 Preference over Native and Non-Native English Speaking Teachers 46 1 Discussion of the student results 46 1 Discussion of teacher results 48 1 Comparing the student results and the teacher results 52 Perceptions of the strengths and weaknesses of NESTs and NNESTs 53 Discussion of student results 53 2 Discussion of teacher results 55 3 Comparing the student results and the teacher results 59 Perceptions of Native Speaker Model in language teaching/ learning 60 Teaching/ learning goal 60 1 Discussion of student results 60 2 Discussion of teacher results 61 3 Comparing the student results and the teacher results 62 2 Preferred varieties of English 63 2 Discussion of student results 63 2 Discussion of teacher results 69 2 Comparing the student results and the teacher results 74 3 Teacher‟s view on the inclusion of different varieties of English in language teaching 76 vii PART III – CONCLUSION AND RECOMMENDATIONS 78 Conclusion 78 Recommendations 80 Limitations of the study 83 Suggestions for further studies 83 BIBLIOGRAPHY 84 APPENDICES ……………………………………………………………………… I APPENDIX ……………………………………………………………………….I APPENDIX ………………………………………………………………………V APPENDIX ………………………………………………………………………X viii PART I – INTRODUCTION Rationale of the study The world, over the last five decades, has experienced a phenomenal, explosive growth of English on a global scale The unprecedented worldwide spread of English beyond the boundary of what Kachru (1985) termed “Inner Circle” countries has substantially consolidated the position of English as a Lingua Franca (henceforth ELF), making it the „prestigious‟ language in most international encounters (Crystal, 1997; Graddol, 1997; McKay, 2003) In other words, English has gained the elite global status, becoming the language used “by the world” and “for the world” (Ngo, 2012) The globalization of English is not all merits in itself, though One foreseeable effect is that English is being dragged drastically away from the hands of its originators, being modified and hybridized in various aspects The puzzling questions of the ownership of English are thus emerging as a bothersome issue to researchers: Who actually owns English? Whose English should be adopted as the model for international communication? Do language learners need to rigidly adhere to the native speaker norms to guarantee their communicative competence? Although recommendations have been made for teachers, learners, and all users of English to move beyond the native-speaker model as the sole target in English language instruction (Jenkins, 2000, 2006; McKay, 2002: Brutt-Griffler, 2002; Seidlhofer, 2001), there exists a fact that the native-speaker model is still mythically “worshipped” in many countries, including Vietnam Obsessed with the native-speaker language competence, learners rush en masse to English language centers which advertise opportunities to work with “native English teachers” and promise the capability of “using English as a native speaker” in the shortest time These catchy phrases are also repeatedly found in a wide range of recruitment advertisements, “Native English Instructors wanted”, “Native speakers, over 22, with university degree only”, to name just a few (cited in Fukumura, 1993) Another example on this issue is the recent recruitment of 100 Philippine teachers of English by the Department of Education and Training (DOET) in Ho Chi Minh City, Vietnam This decision provoked two different waves of responses: one is from parents who questioned the recruitment of such teachers whose language competence was thought not to be any better than Vietnamese teachers of English; and the other is from Vietnamese teachers who felt being discriminated against by their foreign counterparts In quoting these examples, the researcher has no intention of giving any “right-or-wrong” judgments apart from the desire to shift the focus to the following existing situations in Vietnam: (1) the dominant native-orientation manifested in both recruiting strategies, and (2) the common discrimination against NNESTs Moreover, there is a contradiction that while we tend to be quite tolerant with foreigners learning Vietnamese, we not have such an attitude towards Vietnamese learners learning English We always assert that communicative success is the priority, but we keep on ignoring, either unintentionally or intentionally, the fact that in the context when far more interactions are between non-native speakers, any attempt to identify with Inner Circle speakers or to produce the variety of English grounded there is hardly necessary In Vietnamese context, the teaching and learning of English has been immensely influenced by Inner Circle countries This influence, under the form of funding and training programs, makes English nearly impossible to be “a neutral medium unlinked with Western cultural and ideological values,” (Pham, 2011) As a result, almost all pedagogical activities in Vietnam are quite native speaker-oriented (e.g learning materials are stubbornly Anglo-centrically designed; other varieties of English are marginally reflected in ELT curricula and teaching materials; assessment tends to focus on how closely learners conform to the native norms, mostly It is worth mentioning that the DOET in Ho Chi Minh city seemingly take little notice of the fact that the Philippine are not “native speakers of English”, but just bilinguals The information was retrieved from http://kienthuc.net.vn/xa-hoi/doi-song/201211/TPHCM- Tuyen-100-giao-vien-Philippines-day-tieng-anh-1859936/ American and British, and so on) Fortunately, due to the country‟s endeavor to further its integration into international and regional communities, a part of Vietnamese people are becoming more aware of the necessity of a linguistic repertoire which can cater to the communicative needs with not only Americans or Britons or Australians, but also with people from neighboring countries such as Singapore and the Philippines In this way, the pluralistic standard approach, albeit still dim and weak, has started to make inroads into the ELT stream All the aforementioned features reflect the intersection between two main approaches to Vietnamese language education, that can be termed shortly Native Approach and Non-native Approach While the former clings to the traditional loyalty to Inner Circle countries‟ norms, the latter presents an effort to curtail the native- speaker dominance and to encourage the incorporation of more varieties, or New Englishes, into practice The issue of accepting and adapting New Englishes has been raised in Vietnam, but whether this proposal can offer a plausible alternative to the traditional version still generates a heated debate What we need now is serious research on both theoretical and practical feasibility of each approach within the Vietnamese current context Nevertheless, seemingly up to date not much has been done except for quite few related studies like Do‟s research (2010), Pham‟s review (2001), and Ton & Pham‟s investigation (2010) This research gap sparks the researcher‟s special interest and serves as the first and foremost impetus for the implementation of this research on “Native and Non-native approaches to teaching English as a global lingua franca as perceived by teachers and students at FELTE, ULIS, VNU.” Hopefully, this attempt can narrow the gap and bring new perspectives to the field Previous Studies There is a growing body of publications and research concerning the global status of English Back in the late 19th century and the early 20th century, World Englishes (WEs) and English as an International Language (EIL) were topics notable for their absence in most of linguistic forums and conferences Up to present, many linguistic journals have been published to exclusively focus on WEs and EI (e.g World Englishes, English Today, and Asian Englishes) World English, International English, World Englishes, New Englishes, English as an International Language, English as a Global Lingua Franca, etc., these terms are all recurring in growing availability of corpora that include Outer Circle and Expanding Englishes One typical instance is Seidlhofer‟s corpus projects (2001) Vienna Oxford International Corpus of English (VOICE) that draws exclusively on the Expanding Circle The acceptance of EIL/ ELF is also manifested in the increase in dictionaries and grammars of different Englishes, such as The Macquarie Dictionary (1997), which incorporates words from a range of Southeast Asian Englishes More and more scholarly books in the field, additionally, are published, giving book-length treatments of WEs and EIL Some earlier volumes to be named include Kachru (e.g 1982, 1986), and Platt, Weber, and Ho (1984) Other important publications in this vein have followed, including Phillipson‟s Linguistic Imperialism (1992) and Pennycook (1994) (these two authors are commented by Bolton ( 2002, p.385) as “together having been influential in establishing the agenda for the critical discussion of World English(es)” All linguists with the research interest in ELF can be divided into anti-imperialists such as Phillipson, who would prefer English(es) not to be the most widely used world language, and those such as Kachru, Canagarajah and Parakrama, whose concern is more with resisting the hegemony of native speaker standards and appropriating English for their own local use The recent studies deal more with Englishes in the Outer and Expanding Circle, especially the Asian context We can lists some works such as: Pennington (1998), Bolton (2002) and Groves (2009) on Hong Kong English; Bolton (2003) and Adamson (2004) on China English; Stanlaw (2004) on Japanese English; Pakir (1992), Brown, Deterding, and Ee Ling (2000), and Deterding, Brown, and Ee Ling (2005) on Singapore English; and the most groundbreaking Kachru‟s research (2005) on “the Asianess in Asian Englihes” and a number of edited collections (e.g Ho & Ward, 2000; Kirkpatrick, 2002) cover a range of Asian Englishes along with implications for their teaching and learning Merino, I G (1997) Native English - Speaking Teachers versus Non-Native EnglishSpeaking Teachers Revista Alicantina de Estudios Engleses 10, 69-79 Modiano, M (2001) Linguistic imperialism, cultural integrity, and EIL ELT Journal 55/4, 339- 346 Modiano, M (2005) Cultural studies, foreign language teaching and learning practices, and the NNS practitioner In Llurda (Ed.), 25-43 Morita, N (2004) Negotiating participation and identity in second language academic communities TESOL Quarterly, 38/4, 573-603 Moussu, L (2002) English as a second language students’ reactions to nonnative English speaking teachers In Moussu, L., & Llurda, E (2008) Moussu, L (2006) Native and nonnative English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices In Moussu, L., & Llurda, E (2008) Moussu, L., & Llurda, E (2008) Non-native English speaking English language teachers: History and Research Language Teaching, 41/3, 315-348 Nayar, P B (1994) Whose English is it? TESL-EJ 1.1, F-1 Nickel, G (1985) How „native‟ can (or should) a non-native be? ITL Review of Applied Linguistics 67/68, 141-160 Norton, B (1997) Language, identity, and the ownership of English TESOL Quarterly, 31, 409-429 Nunan, D (2001) English as a global language TESOL Quarterly, 35, 605-606 Nunan, D (2003) The impact of English as a global language on educational policies and practices in the Asia-Pacific Region TESOL Quarterly, 37/4, 589-613 Paikeday, T M (1985) The Native Speaker is Dead! Toronto: Paikeday Publishing, Inc Pakir, A (1992) Words in a cultural context Singapore: UniPress Pennington M C (1998) Language in Hong Kong at century’s end China: Hong Kong University Press Pennycook, A (1994) The Cultural Politics of English as an International Language London: Longman Pennycook, A (1998) The cultural politics of English as an International language London: Longman 90 Pennycook, A (2007) Global Englishes and Transcultural Flows London, New York: Routledge Penny Ur (2009) English as a lingua franca and some implications for English teachers Retrieved July, 2012 from www.tesol-france.org/Colloquium09/Ur_Plenary_ Handouts.pdf Pham, H.H., (2001) A second look at the question of the ownership of English Teacher’s Edition, November 2011, 4-10 Phan, T T H (2009) Impacts of Vietnam‟s social context on learners‟ attitudes towards foreign languages and English language learning: Implications for teaching and learning Asian EFL Journal, 11, 169-188 Phillipson, R (1992) ELT: The native speaker‟s burden? ELT Journal, 46, 12-18 Phillipson, R (1992) Linguistic Imperialism Oxford: OUP Platt, J., Weber, H., & Ho, M L (1984) The new Englishes London: Routledge & Kegan Paul Pride, J (1981) Native competence and the bilingual/ multilingual speaker English World Wide 2.2, 141-153 Quirk, R (1985) The English language in a global context In R Quirk & H G Widdowson (Eds.), English in the world: Teaching and learning the language and literatures, 1-6 Cambridge: CUP Rampton, M B H (1990) Displacing the „native speaker‟: Expertise, affiliation and inheritance ELT Journal, 44/2, 97-101 Reves, T., & Medgyes, P (1994) The non-native English speaking EFL/ESL teacher‟s self-image: an international survey System, 22/3, 353-367 Risager, K (2006) Languge and culture: Global flows and local complexity Clevedon: Multilingual Matters Samarin, W (1987) Lingua franca In U Ammon, N Dittmar, & K Mattheier (Eds.), Sociolinguistics: An international handbook of the science of language and society (pp 371-374) Berlin: Walter de Gruyter Schneider, E W (2011) English around the world An introduction Cambridge: CUP Seidlhofer, B (1999) Double standards: teacher education in the expanding circle World Englishes 18/ 2, 233-245 91 Seidlhofer, B (2001) Closing a conceptual gap: The case for a description of English as a lingua franca International Journal of Applied Linguistics, 11, 133-158 Seidlhofer, B (2003) A concept of international English and related issues: from ‘real English’ to ‘realistic English’ Strasbourg: Council of Europe Seidlhofer, B (2004) Research perspectives on teaching English as a lingua franca Annual Review of Applied Linguistics 24, 209-239 Seidlhofer, B (2005) Standard future or half-baked quackery? In C Gnutzmann & F Intermann (Eds.), The globalization of English and the English language classroom, 159-173 Germany: Narr Selinker, L (1972) Interlanguage International Review of Applied Linguistics, 10, 209-231 Shank, G (2002) Qualitative research: A personal skill approach New Jersey: Merril Prentice Hall Shaw, D (1981) Asian students attitudes towards English In L Smith (Ed.) (1983), Readings in English as an international language Oxford: Pergamon Press Smith, L (1976) English as an International auxiliary language RELC Journal 7/2, 38-43 Sowden, C (2011) ELF on a mushroom: the overnight growth in English as a lingua franca English Language Teaching Journal 66(1), 89-96 Stanlaw, J (2004) Japanese English: Language and culture contact Hong Kong SAR, China: Hong Kong University Press Stern, H H (1983) Fundamental concepts of language teaching Oxford: OUP Tajino, A & Tajino, K (2000) Native and Non-native: What can they offer? ELT Journal 54/1, 3-11 Takeshita, Y (2001) Ten linguistic issues in Japan: The impact of globalization In Kachru, Y (Eds.), World Englishes and Language Education Urbana: University of Illinois Tarone, E (2005) Schools of Fish: English for Access to International Academic and Professional Communities The Journal of Asia TEFL 2/1, 1-20 Timis, I (2002) Native-speaker norms and International English: A classroom review ELT Journal 56, 240-249 Ton, N.N.H & Pham, H.H., (2010) Vietnamese teacher‟s and students‟ perceptions of global English Language Education in Asia, 1/1, 46-81 92 Tran, L (2002) A Vietnamese perspective on World Englishes Teacher’s Edition 4, 26-32 Ulate, N.V (2011) Insights towards Native and Non-Native ELT Educators Bellaterra Journal of Teaching and Learning and Literature, 4/1, 56-79 Vlades, J M (1986) Culture bound: Bridging the cultural gap in language teaching Cambridge: CUP Widdowson, H C (1994) The ownership of English TESOL Quarterly 28, 377-388 Whorf, B L (1939) The relation of habitual thought and behavior to language In W Baker (2009), The Cultures of English as a lingua franca TESOL Quarterly 43/4 Wright, S (2002) Language education and foreign relations in Vietnam In J W Tollefson (Ed.), Language policies in education: Critical issues, 225-244 London: Lawrence Erlbaum In Vietnamese Hoang, Van Van (2010) Dạy Tiếng Anh không chuyên trường đại học Việt Nam: Những vấn đề lí luận thực tiễn Hà Nội: Nhà xuất Đại học Quốc gia Hà Nội Hoàng, Văn Vân (2011) Vị tiếng Anh giới Việt Nam T/c Ngơn ngữ số 1, 11-18 Ngơ, Hữu Hồng (2012) Tiếng Anh tồn cầu giao tiếp liên văn hóa Báo cáo hội thảo khoa học-Đại Học Ngoại ngữ-Đại Học Quốc Gia Hà Nội, 2012 Ngơ, Hữu Hồng (2012) Tồn cầu hóa ngơn ngữ tồn cầu: Một nghiên cứu quốc tế học tiếng Anh- Cơng trình nghiên cứu khoa học cấp sở - Đại Học Ngoại Ngữ-Đại Học Quốc Gia Hà Nội, 2012 Võ, Thị Thao Ly (2009) Tiếng Anh “chuẩn” người ngữ hay Tiếng Anh ngơn ngữ quốc tế? Tạp chí khoa học, 3, 5-11 Đại học Đà Nẵng 93 APPENDIX QUESTIONNAIRE FOR STUDENTS My name is Do Thi Minh Ngoc I am conducting this survey to collect data for the support of my MA thesis on “Native and Non-native approaches to Teaching English as a Global Lingua Franca as perceived by teachers and students at FELTE, ULIS, VNU” I would be very grateful if you could spend part of your precious time on answering the following questions All of your opinions will be highly appreciated and they will be kept confidential and for the purpose of this research only You are: A a first-year student B a second-year student C a third-year student D a fourth-year student PART 1: LANGUAGE TEACHERS Would you prefer to learn English with…… ? A an English native teachers (e.g those from the UK, the USA, Australia, etc.) B a foreign bilingual teachers (e.g from Singapore, the Philippines, India, etc.) C a Vietnamese teacher Could you briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… In your opinion, in terms of the Vietnamese context, what are the greatest strengths of English native teachers? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… What are their greatest weaknesses? I ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… What are the greatest strengths of Vietnamese teachers of English? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… What are their greatest weaknesses? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… PART 2: LEARNING OBJECTIVES AND LEARNING CONTENT Circle one of the alternatives below about your use of English outside the classroom: A When I am outside the classroom, I use English more with native speakers B When I am outside the classroom, I use English more with non-native speakers C I am not sure if I use English more with native or non-native speakers My ultimate goal of learning English is … A I can use English as native speakers and I can communicate well with them B I can communicate effectively with non-native speakers C I can use English to communicate with both native and non-native speakers For each sentence below, circle one number = strongly agree = agree = disagree = strongly disagree = unsure In order to achieve my goal of learning English, ……… A I want to learn the English that native speakers use B I want to learn the kind of English that will help me to communicate with non-native speakers all over the world Please read two examples about two students below: Student A: I can pronounce English just like a native speaker now Sometimes people think I am a native speaker II Student B: I can pronounce English clearly now Native speakers and non-native speakers understand me wherever I go, but I still have the accent of my country Would you prefer to be like Student A or Student B? ……………… Could you briefly explain WHY? ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please read three examples about three other students: Student C: I can say everything that I want to say Native speakers and non-native speakers understand me wherever I go, but I use English my own way and sometimes I say things which native speakers think are grammar mistakes Student D: I know all the grammar rules I need so that I can say anything I want I use these rules correctly, but sometimes English people use grammar that isn‟t in the grammar books and I don‟t want to learn this Student E: I use all the grammar rules that native speakers use, even the informal grammar native speakers use when they speak to each other Would you prefer to be like Student C, Student D, or Student E? ……………… Could you briefly explain WHY? ………………………………………………………………………………………………… ………………………………………………………………………………………………… Please read two examples below, and then circle one answer to the question: Example F: I had a disaster last night I was sitting at home on the sofa watching TV when the phone rang I wasn‟t very pleased to find out that it was my mum, but she was asking me if I wanted to go to the USA with her Example G: Disaster last night Sat at home on the sofa watching TV The phone rings It‟s my mum I‟m like „Oh no!‟, she‟s going „Do you want to come to the USA?‟ Which of the examples you think was spoken by a native speaker? (a) Example F (b) Example G Now check your answer at the bottom of page before doing question 10 III 10 For each sentence below, please circle one number = strongly agree = agree = disagree = unsure = strongly disagree a It is important for me to be aware of the kind of English in Example G b It is important for me to be able to use the kind of English in Example G c It‟s important that learning materials show the features of the kind of English in Example G 11 In terms of cultural content in English language learning, I would like to learn about: A Content that deals with local places and people in Vietnam B Content that deals primarily with aspects of native speakers‟ life and culture C Content that deals with the life and culture of various countries around the world Can you briefly explain WHY? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… THANK YOU FOR YOUR CONTRIBUTION! Answer to Question 9: Example G IV APPENDIX QUESTIONNAIRE FOR TEACHERS My name is Do Thi Minh Ngoc, a lecturer in Division II, FELT I am conducting this survey to collect data for the support of my thesis on “Native and Non-native approaches to Teaching English as a Global Lingua Franca as perceived by teachers and students at FELTE, ULIS, VNU” I would be very grateful if you could spare part of your precious time on answering the following questions All of your opinions will be highly appreciated and they will be kept confidential and for the purpose of this research only How long have you been teaching English? A 1-2 years B 3-5 years C or more years PART 1: LANGUAGE TEACHERS If you were the director of a private language teaching institution, who would you preferably hire? A Native English speakers (i.e those from the UK, the USA, Australia, New Zealand, etc.) B Vietnamese teachers C Foreign teachers from countries where English is used as an official second language (such as: Singapore, the Philippines, India, etc.) Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… In terms of the Vietnamese context, what you think are the greatest strengths of native English-speaking teachers of English? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… What are the greatest weaknesses? ………………………………………………………………………………………… V ………………………………………………………………………………………… ………………………………………………………………………………………… What you think are the greatest strengths of Vietnamese teachers of English? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… What are their greatest weaknesses? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… PART 2: LEARNING OBJECTIVES AND LEARNING CONTENT Circle one of the alternatives below about your students‟ use of English outside the classroom: A When they are outside the classroom, they use English more with native speakers B When they are outside the classroom, they use English more with non-native speakers C I am not sure if they use English more with native or non-native speakers My ultimate goal of teaching English is that … A Students can use English as native speakers and can communicate well with them B Students can communicate effectively with non-native speakers C Students can use English to communicate with both native and non-native speakers Please read two examples about two students below: Student A: I can pronounce English just like a native speaker now Sometimes people think I am a native speaker Student B: I can pronounce English clearly now Native speakers and non-native speakers understand me wherever I go, but I still have the accent of my country Would you like your students to be like Student A or Student B? ……………… Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… VI Please read three examples about three other students: Student C: I can say everything that I want to say Native speakers and non-native speakers understand me wherever I go, but I use English my own way and sometimes I say things which native speakers think are grammar mistakes Student D: I know all the grammar rules I need so that I can say anything I want I use these rules correctly, but sometimes English people use grammar that isn’t in the grammar books and I don’t want to learn this Student E: I use all the grammar rules that native speakers use, even the informal grammar native speakers use when they speak to each other Would you like your students to be like Student C, Student D, or Student E? ……… Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Please read two examples below: Example F: I had a disaster last night I was sitting at home on the sofa watching TV when the phone rang I wasn’t very pleased to find out that it was my mum, but she was asking me if I wanted to go to the USA with her Example G: Disaster last night Sat at home on the sofa watching TV The phone rings It’s my mum I’m like ‘Oh no!’, she’s going ‘Do you want to come to the USA?’ What kind of language would you prefer your students to produce? A the kind of language in Example F B the kind of language in Example G C no preference Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… VII For each sentence below, please circle one number = strongly agree = disagree = agree = strongly disagree = unsure a It is important for me, as a teacher of English, to be aware of the kind of English in Example G b It is important for me, as a teacher of English, to be able to use the kind of English in Example G c It‟s important for my students to be aware of the kind of English in Example G d It‟s important for my students to be able to use the kind of English in Example G e It‟s important that language teaching materials show the features of the kind of English in Example G In terms of cultural content in English language teaching, which type of cultural content you think that your students like best? A Content that deals with local places and people in Vietnam B Content that deals primarily with aspects of United States or British life and culture C Content that deals with the life and culture of various countries around the world Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 10 Which type of cultural content would you prefer to use in your class? A Content that deals with local Vietnamese places and people B Content that deals primarily with aspects of United States or British life and culture C Content that deals with the life and culture of various countries around the world VIII Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 11 For each sentence below, please circle one number = strongly agree = disagree = agree = strongly disagree = unsure a I am currently teaching many varieties of English other than British English and American English e I will teach other varieties of English apart from British English and American English someday Could you please briefly explain WHY? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… THANK YOU VERY MUCH FOR YOUR CONTRIBUTION! IX APPENDIX INTERVIEW QUESTIONS Interview questions for Students What is your aim of learning English? Do you think whether a native Englishspeaking teacher or a Vietnamese teacher can help you achieve your aim better? In you opinion, native English-speaking teachers always make better language teachers? In what ways they are and in what ways they are not? In what situations will Vietnamese teachers of English be more appreciated? And in what situations will native English-speaking teachers of English will be more appreciated? Do you know what varieties of English are you learning? What varieties of English would you like to learn? Why you want and like to learn that kind of English? What are the criteria your teachers base on to assess your language competence? Do you think it is fair? Do you want to be assessed that way? Have you ever criticized for producing accented pronunciation? Do you think you need to sound like a native speaker in pronunciation? Have you ever criticized for producing a „non-native‟ or „Vietnamese‟ expression in English? Do you think you need to use grammar correctly as a native speaker does in communication? Have you ever criticized for producing culturally inappropriate expression? Do you think we should follow Anglo-Saxon culture in communication? Interviews questions for Teachers Have you ever been discriminated against just because you are a NNEST? Do you agree or disagree with the NEST/ NNEST distinction? What are your arguments for or against? What are your perceived strengths compared with a NEST? What are your perceived weakness compared with a NEST? X Do you think that a native speaker is always better than you in teaching English? Why and why not? As a non-native speaker, you think you have the right to “tinker” with the norms and rules of English to the same extent as native speakers have? What are your criteria to assess your students‟ language competence? Do they need to sound like or nearly like native speakers to be highly evaluated? Do you accept nonnative accent and nonnative grammar use in your classroom? Why and why not? If your learners produce a stretch of language which is culturally unacceptable under the native speakers‟ perspective but culturally acceptable under Vietnamese people‟s perspective, will you mark it as an error to correct? For example:  If your student says “as strong as a buffalo” instead of “as strong as a horse”, is it acceptable?  If your student says “he is my first brother” instead of “ he is my eldest brother”, is it acceptable?  If your student starts the conversation with an American with a question about his private or family life (such as: Are you married? How long have you been married? How many children you have? What does your father do? etc.), is it acceptable?  … Do you think New Englishes, such as Indian English, Singapore English, are worth learning or taking notice of? What are your arguments for and against? XI ... impetus for the implementation of this research on ? ?Native and Non -native approaches to teaching English as a global lingua franca as perceived by teachers and students at FELTE, ULIS, VNU. ” Hopefully,... ELT - towards the two approaches, namely Native and Non -Native) The research population is also restricted to a group of teachers and learners at the Faculty of English Language Teacher Education, ... FELTE teachers? ?? and learner‟s preference towards the native and non -native English- speaking teachers of English as well as their perception of the native model in English language teaching and learning