Students’ versus Teachers’ Attitudes and Perceptions towards World Englishes

김현옥 한국중앙영어영문학회 2018 영어영문학연구 Vol.60 No.3

The study investigates Korean EFL students’ and teachers’ attitudes towards World Englishes and perceptions regarding grammatical features found in World Englishes. For the purposes, a self-report questionnaire was completed by 62 college students and 41 secondary school English teachers in Korea. Four factors were extracted: (1) Preference of Learning Standard English; (2) Awareness of Different English Varieties; (3) Perception of Linguistic Features of World Englishes; and (4) Recognition of the Value of World Englishes. While both students and teachers endorsed the role of World Englishes in international communication, they still preferred having teachers who speak standard English. Whereas teachers were better aware of World Englishes and slightly more positive towards them, students were more concerned about the grammatical variations found in World Englishes. Although students’ academic years or teachers’ length of field experience did not significantly influence their attitudes, overseas experience was positively related to their awareness of World Englishes. Findings suggest that Korean ELT circles should have teachers and students better informed of the value and features of World Englishes to help them adequately prepared for authentic intercultural communication.

Students’ versus Teachers’ Attitudes and Perceptions towards World Englishes

Kim, Hyeon-Okh 한국중앙영어영문학회 2018 영어영문학연구 Vol.60 No.3

The study investigates Korean EFL students’ and teachers’ attitudes towards World Englishes and perceptions regarding grammatical features found in World Englishes. For the purposes, a self-report questionnaire was completed by 62 college students and 41 secondary school English teachers in Korea. Four factors were extracted: (1) Preference of Learning Standard English; (2) Awareness of Different English Varieties; (3) Perception of Linguistic Features of World Englishes; and (4) Recognition of the Value of World Englishes. While both students and teachers endorsed the role of World Englishes in international communication, they still preferred having teachers who speak standard English. Whereas teachers were better aware of World Englishes and slightly more positive towards them, students were more concerned about the grammatical variations found in World Englishes. Although students’ academic years or teachers’ length of field experience did not significantly influence their attitudes, overseas experience was positively related to their awareness of World Englishes. Findings suggest that Korean ELT circles should have teachers and students better informed of the value and features of World Englishes to help them adequately prepared for authentic intercultural communication.

세계영어에 대한 중등 영어교사 인식 연구

심영숙(Young-Sook Shim) 한국응용언어학회 2015 응용 언어학 Vol.31 No.1

This study aimed to explore how English teachers at Korean secondary schools perceive issues related to world Englishes. A total of 78 teachers completed an online questionnaire consisting of three parts: teachers’ attitudes toward their own pronunciation and the diverse accents used by English speakers around the world; teachers’ perceptions of world Englishes and Korean English; and teachers’ thoughts and opinions about integrating world Englishes into classroom teaching. Analysis of the survey data revealed the following findings. First, the teachers generally showed receptive attitudes toward the different accents of world Englishes speakers. Second, many of the teachers expressed a preference for the native-speaker model with regard to their own English accent, and displayed a tendency to view Korean English from the interlanguage perspective. Third, while the teachers agreed to some extent about the necessity of teaching world Englishes at secondary schools, they perceived that the introduction of world Englishes to the classroom would be difficult due to several factors, including the following: inadequate evaluation systems; underprepared curriculum, teaching materials, and teachers; lack of social recognition of world Englishes; and heavy workload for students. Fourth, the factors of age and length of stay abroad were found to cause statistical differences in the teachers’ perceptions. These findings were discussed in the social and educational context of Korea, and some pedagogical implications were also offered.

영어사 관련 저술에 나타난 세계영어와 세계의 영어 이형들

문안나,김명숙 한국영어학학회 2020 영어학연구 Vol.26 No.3

The spread of English over the world as a world language and World Englishes with a variety of English are two most indispensable topics when we teach the History of the English Language (HEL) class in college. This study analyzes how these topics are treated in 13 prominent books/textbooks in the field of HEL covering domestic as well as international publications. The more recently the books were published, the more productively and more pushfully the topics tend to be discussed as expected. Accordingly, the time of the publication becomes crucial in choosing a textbook for HEL classes depending on course objectives set by individual instructors. Also, these two topics are found located in the very last or second to the last part of most books since they belong to the period of (early) Modern English and HEL is usually described in the chronological order in the publications. Nonetheless, the attitudes of the authors towards the topics appear different from one another, demonstrating diverse opinions with respect to causes/effects of the spread of English, linguistic characteristics of World Englishes, as well as the role of English education in different regions. In teaching any HEL-related classes, it should be considered how to let students recognize and understand diverse perspectives towards the history of English and further the varieties of World Englishes.

Converging Grammatical Properties of World Englishes

( Jeong Ryeol Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2006 Studies in English education Vol.11 No.2

There are many varieties of English serving the purpose of communication and remaining markedly a different English than Anglo-American English. It`s high time that people in English education give serious consideration to other functioning Englishes for communication. It`s absurd that Anglo-American English monopolize the role in setting standards for being an accurate English when there are so many different varieties of fully functional English existent in the world. This paper is to survey varieties of English around the globe and explore converging grammatical properties of world Englishes. It looked into 20 different Englishes in terms of major school grammar categories: noun/pronoun, tense/apsect, complementation, question, specification/collocation. It found that the converging properties of world Englishes are substantially different from those used in Anglo-American English. The properties shape up with the basic law of simplification easy to use by eliminating grammatical distinctions that are not causing any serious semantic consequences in the language. For example, many Englishes simplify tag questions using is it as an unified tagger instead of using separate taggers for person, number and gender. The result casts some new lights on what English contents should be chosen to teach and learn in our English classes.

한국, 중국, 일본의 세계영어 연구 경향 분석

심영숙(Shim Youngsook) 한국사회언어학회 2014 사회언어학 Vol.22 No.3

The objective of this paper is to provide an overview of research findings on world Englishes in the context of Korean, Chinese, and Japanese societies, based on an analysis of 89 research articles published in two international journals, World Englishes and English Today, between 2005 and 2014. After a careful review of them, the articles were classified into four important topic areas: the local variety, including language users’ attitudes toward it and its linguistic characteristics (36%); other varieties of world Englishes, with subcategories of perception, education, and intelligibility of those varieties (17%); English use in the given social context, further categorized into descriptive analysis and critical analysis of English use (25%); English teaching and learning, including general EFL teaching/learning topics and English- medium instruction (18%); and others (4%). This paper presents important findings surrounding each topic area and further discusses their sociolinguistic implications and suggests future research direction.

Incorporating World Englishes into the Korean EFL Classroom

Randy Green 언어과학회 2015 언어과학연구 Vol.0 No.73

As the number of English speakers included in Kachru`s (1985) so-called Outer and Expanding Circles of English continues to increase worldwide, the study of a variety of issues related to World Englishes has intensified. This study is aimed at identifying the perceptions of 60 university students in an EFL environment in Korea about their personal abilities to distinguish between different forms of English, the importance of learning various non-native versus native forms of World Englishes, and the incorporation of activities into the EFL classroom that introduce a variety of World Englishes. Following the completion of a brief verbal guise test in which students were asked to identify the nationalities of a number of native and non-native English speakers, the participants completed an open-ended questionnaire and took part in focus group discussions. The findings of this study revealed that the high majority of students reported having more difficulty comprehending English from Outer and Expanding Circle Countries than from Inner Circle Countries and that, although most participants recognized the importance of understanding a variety of non-native Englishes and were supportive of the incorporation of World Englishes into the EFL classroom, the majority felt it was more important to learn native than non-native forms of English. In addition, the participants identified a number of factors that influenced their perceptions.

Korean College Students’ Perceptions of World Englishes

김명희,강남준,이화경 언어과학회 2017 언어과학연구 Vol.0 No.80

This paper aims to examine Korean college students’ attitudes toward the notion of world Englishes and any differences in those attitudes according to learners’ characteristics, such as living abroad experiences, English proficiency level, and experiences with nonnative English instructors. A questionnaire survey was conducted among 289 female college students. The data analysis indicates that the students had a relatively low awareness of world Englishes and preferred American/British English overwhelmingly. However, they showed somewhat open attitudes toward the use of nonstandard pronunciation and Outer Circle varieties of English, for example, Indian English. This study also finds that the students with higher English proficiency and the students with overseas living experiences showed a greater awareness of world Englishes and had more positive responses toward the ownership of English by Outer Circle countries. Based on the findings, pedagogical implications on world Englishes are provided.

Pre-Service English Teachers’ Perception of World Englishes and Opinions on Teaching Listening with Various Accents of English

이준원 한국중등영어교육학회 2023 중등영어교육 Vol.16 No.3

Since English is being used as an international language, English users in the current world should be able to comprehend different varieties of English. To do so, EFL stakeholders should be aware of world Englishes and its importance in English communication. Therefore, this study investigated pre-service secondary school English teachers’ recognition of world Englishes and their opinions on listening to various accents of English. Results showed that Korean pre-service English teachers tended to recognize the world Englishes. In addition, participants who have heard of world Englishes expressed more positive opinions on listening to various accents of English than the other group. As a result, considering the growing importance of listening to various accents of English and students’ needs for listening to various accents in school, pre-service English teachers should be provided chances for world Englishes and (T)EIL training, which will lead Korean EFL learners to be proficient English listeners in EIL situations.

세계영어(World Englishes)와 국제공용 영어 문법 자질의 수용 가능성에 대한 중등 예비 영어교사들의 인식 조사

황종배 한국영어학회 2022 영어학 Vol.22 No.-

The present study examines Korean secondary school pre-service English teachers’ perceptions about World Englishes and the acceptability of common grammatical features of ELF. 64 students who are enrolled in the department of English education at a college of education in Seoul participated in this study through an online survey. The results of the study showed the participants’ very positive attitude toward World Englishes. Even though they still showed preference for American or British English as standard English, a majority of the pre-service English teachers recognized the necessity of teaching diverse types of Englishes in schools and acknowledged the ownership of English as belonging to all the speakers of English, whether native or non-native. The participants of the study, who are secondary school pre-service English teachers, also showed positive about the acceptability of the common grammatical features of ELF, except two features (the confusing use of relative pronouns and the overuse of general verbs like do, make, take, etc.). A comparison between the participants who were aware of the concept of World Englishes and those who were not revealed a significant difference only in the perception of dropping the third person singular present tense morpheme -s. Based on the findings, some pedagogical implications and suggestions, and possible future research directions regarding World Englishes are presented.