Student Attitudes toward English as a Lingua Franca Use to Teach a Third Language

다국어 초록 (Multilingual Abstract)

This study examines student opinions into teacher use of English as a lingua franca as a second language to teach a third language. This research focuses on student recognition of the benefits of specific teacher uses of English as a lingua franca, student preferences of specific teacher uses of English as a lingua franca, and potential attitudinal effects of teacher use of English as a lingua franca. Thirty eight Korean university students participated in this study by completing a questionnaire. The data were analyzed through Mann Whitney U tests, a Borda count, chi-squared goodness of fit tests, and descriptive statistics. The results revealed students held the different uses in a similar and positive light but did not prefer uses that perform a social function. The results also showed students did not perceive of much positive attitudinal benefit (anxiety, connection to the teacher, and motivation). Nor did the students indicate teacher use of English as a lingua franca causes the students to lose face or feel that their mother tongue is disrespected. Classroom implications and limitations are discussed.

목차 (Table of Contents)

• Abstract
• I. Introduction
• II. Literature Review
• 1. L1 Use, Effects, and Student Attitudes
• 2. ELF Use in a Foreign Language Classroom
• III. Current Study
• 1. Research Questions
• 2. Participants
• 3. Data Collection and Analysis
• IV. Results and Discussion
• 1. Which teacher ELF uses are recognized by the students to be beneficial?
• 2. Do students have preferences regarding which teacher ELF uses are employed?
• 3. How do students view the potential attitudinal effects of teacher use of ELF?
• V. Conclusion
• References