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Are teachers ready for ELF? Evidence...

Lopez Jaramillo, Maria Gabriela.

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Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students./
作者:	Lopez Jaramillo, Maria Gabriela.
面頁冊數:	95 p.
附註:	Source: Masters Abstracts International, Volume: 53-06.
Contained By:	Masters Abstracts International53-06(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1566924
ISBN:	9781321263695

Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students.
Lopez Jaramillo, Maria Gabriela.

Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students. - 95 p.

Source: Masters Abstracts International, Volume: 53-06.

Thesis (M.A.)--Southern Illinois University at Carbondale, 2014.

This item must not be sold to any third party vendors.

This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English.

ISBN: 9781321263695Subjects--Topical Terms:

516208
English as a second language.

Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students.
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245 1 0 $a Are teachers ready for ELF? Evidence from non-native English speaking MA TESOL students.
300 $a 95 p.
500 $a Source: Masters Abstracts International, Volume: 53-06.
500 $a Adviser: Krassimira Charkova.
502 $a Thesis (M.A.)--Southern Illinois University at Carbondale, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English.
520 $a Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability?
520 $a The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
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