Exposure to multiple accents of English in the English language teaching classroom: From second language learners' perspectives

Exposure to multiple accents of English in the English language teaching classroom: From second language learners' perspectives

• Sung, Matthew Chit Cheung Dept. of English, Lingnan University

Innovation in Language Learning and Teaching, 1-16, 2014

Routledge

2014

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• F 教與學
  • FA 一般教學方法、各種施教方法

Accent English as A Lingua Franca Learner Perceptions Varieties of English Language Teaching

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

As a result of the global presence of English as a Lingua Franca (ELF), it has been argued that learners of English should be exposed to a range of varieties of English, rather than a single variety of English, so that they can be better prepared to communicate with other people in ELF communication. However, little is known about second language (L2) learners' perspectives on exposure to multiple accents of English in the English Language Teaching (ELT) classroom. This paper reports on a study that investigated the views of L2 learners of English concerning exposure to different accents of English in the classroom. Data were collected by means of semi-structured interviews and a questionnaire survey at a university in Hong Kong. The analysis revealed that these L2 learners showed rather ambivalent attitudes towards exposure to different accents of English in the classroom. While many participants seemed to be aware of the value of exposure to different native and non-native accents, there was less than wholehearted support for such a proposal in practice because of a number of pedagogical and practical concerns. Implications of the findings for classroom teaching are also discussed.
[Copyright of Innovation in Language Learning and Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/17501229.2014.936869]

• 英文

期刊論文

• 17501229

• 10.1080/17501229.2014.936869

https://bibliography.lib.eduhk.hk/tc/bibs/78574eef

2014-10-22