Effects of Global Englishes-Informed Pedagogy in Raising Chinese University Students' Global Englishes Awareness

Autor/inn/en	Lu, Huashan; Buripakdi, Adcharawan
Titel	Effects of Global Englishes-Informed Pedagogy in Raising Chinese University Students' Global Englishes Awareness
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 60 (2020), S.97-133 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Foreign Countries; Language Role; English (Second Language); Global Approach; Instructional Effectiveness; Language Attitudes; Self Efficacy; Attitude Change; Undergraduate Students; Native Speakers; Intercultural Communication; English Instruction; Second Language Instruction; Sociolinguistics; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Globales Denken; Unterrichtserfolg; Sprachverhalten; Self-efficacy; Selbstwirksamkeit; Attitudinal change; Einstellungsänderung; Muttersprachler; Interkulturelle Kommunikation; English langauage lessons; Englischunterricht; Fremdsprachenunterricht; Soziolinguistik
Abstract	The spread of English as a global language has resulted in many changes in sociolinguistic realities, which challenges the foundations of how language should be taught and learned. To match today's sociolinguistic realities, researchers have called for a paradigm shift from the traditional pedagogy to a new pedagogy that can prepare students to use English in international communication involving different varieties of English and its cultures. However, little research has been done in implementing a Global Englishes (GE)-informed pedagogy in English language classrooms, especially in mainland China. This research attempts to examine the effects of a GE-informed pedagogy in developing Chinese university students' GE awareness. 82 university students participated in this study and received a 12-week intervention of a GE-informed instruction. Data collection methods included questionnaires and interviews. Paired-samples t-test and content analysis were used to analyze the data. The results show that students' GE awareness was significantly raised after taking the course. Specifically, students acknowledged the diversity of English, assessed English from a GE perspective, and their self-confidence increased in international communication. This paper argues for the importance of raising GE awareness and calls for a more critical approach to ELT in China. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01