Conceptualization of American English Native Speaker Norms: A Case Study of an English Language Classroom in South Korea

Autor/in	Ahn, Kyungja
Titel	Conceptualization of American English Native Speaker Norms: A Case Study of an English Language Classroom in South Korea
Quelle	In: Asia Pacific Education Review, 12 (2011) 4, S.691-702 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-011-9169-6
Schlagwörter	Teacher Education; Pronunciation; Student Surveys; Instructional Materials; Norms; Foreign Countries; Native Speakers; North American English; English (Second Language); Case Studies; Second Language Learning; Second Language Instruction; Language Teachers; Observation; Interviews; Teacher Attitudes; Student Attitudes; Student Evaluation; South Korea + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Aussprache; Schülerbefragung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Normwert; Ausland; Muttersprachler; Amerikanisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Schulnote; Studentische Bewertung; Korea; Republik
Abstract	This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom. The participants of the study were one instructor and his students. The data include classroom observations, interviews with the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom. Furthermore, this study shows that American English norms were revealed in the teacher's beliefs and reinforced in his classroom through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native speakership, student learning, and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10