Idealized Native-Speaker Linguistic and Pragmatic Norms in English as an International Language: Exploring the Perceptions of Nonnative English Teachers

Autor/inn/en	Tajeddin, Zia; Alemi, Minoo; Pashmforoosh, Roya
Titel	Idealized Native-Speaker Linguistic and Pragmatic Norms in English as an International Language: Exploring the Perceptions of Nonnative English Teachers
Quelle	In: Language and Intercultural Communication, 18 (2018) 3, S.300-314 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1413105
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Transfer of Training; Language Teachers; Indo European Languages; Questionnaires; Teacher Attitudes; Pronunciation; Standard Spoken Usage; Language Variation; Language Attitudes; Teaching Methods; Foreign Countries; Semi Structured Interviews; Qualitative Research; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Language teacher; Sprachunterricht; Indoeuropäisch; Fragebogen; Lehrerverhalten; Aussprache; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Statistische Analyse
Abstract	Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers' perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expanding circle. Questionnaires and interviews were used to explore the teachers' perceptions of native-speaker norms. Findings showed that the nonnative teachers gave preference to native-speaker linguistic norms despite the emerging nonnative EIL norms. Although most of the teachers accepted the existence of a number of accents in English, they preferred the standard American or British accent for language education. As to EIL pragmatic norms, the teachers argued that some degree of flexibility is acceptable with regard to the use of L1 pragmatic norms in the EIL context. The EFL teachers in the present study maintained that the transfer of L1 pragmatic norms to the nativized English makes English a legitimate and culturally appropriate variety in communication between nonnative speakers. The findings contribute to the reappraisal of ELT practices and the premises underpinning teaching EIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01