15. Local or International Standards: Indigenized Varieties of English at the Crossroads

Anchimbe, Eric A.

doi:10.21832/9781847691231-018

Cited by 10 publications

(6 citation statements)

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“…They are skillful in exploiting the multi linguistic resources available to them. (Anchimbe, 2010). That is why conflicts occur when the people of two different cultures try to communicate with each other without knowing the appropriate methods and techniques of different face-threatening acts.…”

Section: Situation (8)mentioning

confidence: 99%

Investigating Iraqi EFL Learners’ Performance in Utilizing the Speech Acts of Advice and Suggestion

Darweesh¹,

Al-Aadili²

2017

IJEL

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This study explores the pragmatic strategies of the English speech acts of "suggestion" and "advice" as used by Iraqi EFL university students. The data analyzed in this study were collected in the Dept. of English, College of Education, University of Babylon. The subjects encompass 50 Iraqi EFL undergraduate learners who are native speakers of Arabic. The gender of the subjects is taken into consideration during the execution of the speech acts in question. The instrument of the study is a discourse completion task (DCT) consisting of two questions. In responding to the questions, the participants are asked to pay heed to the social variable of status to see whether it affects the execution of the speech acts under study.Keywords: speech acts, advice, suggestion, strategies, Iraqi EFL learners' performance PreliminariesBoth advice and suggestion are speech acts used in daily communication to influence other people. They are milder than commands since the decision about what to do is in the hands of the hearer, but in practice they are tactful ways of giving commands or instructions, thus, they are regarded as face-threatening acts that need to be softened or mitigated. In EFL classrooms, the major aim is not only to teach students how to utilize speech acts but also how to interpret and comprehend them with respect to the strategies used to indicate each act in order to develop a pragmatic competence that is computed on the basis of the ability to understand the intended meaning. This competence covers both sociolinguistic and illocutionary aspects and since the uses of the strategies which realize speech acts vary across cultures, the focus is on social appropriateness because the addresser could have in mind a variety of intended meanings which are considered a barrier to successful communication. These barriers may be educational and sociocultural. The problem would become more pressing because illocutionary competence is not always directly grasped from its surface structure that is why learning the pragmatic rules(appropriateness and politeness rules) of other languages enables the learners to produce forms of language that are socially and culturally appropriate since the native language of the learners and the other languages are not similar. As such, the study proposes the following hypotheses as a point of departure : (1)the speech acts of advice and suggestion are similar in certain respects and different in others, (2) different pragmatic strategies and syntactic formulae are employed by Iraqi EFL learners to accomplish the speech acts in question, (3)direct strategies are more frequent than others in the performance of the subjects, and (4) female subjects are more cognizant of status in responding to the situations they are given than their male counterparts, and (5) female learners use more politeness markers than their male counterparts..

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Section: Situation (8)mentioning

confidence: 99%

Investigating Iraqi EFL Learners’ Performance in Utilizing the Speech Acts of Advice and Suggestion

Darweesh¹,

Al-Aadili²

2017

IJEL

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“…In line with this, Lee and Chen Hsieh (2018) suggest that English varieties suited EFL learners to communicate effectively and confidently with foreigners. Consequently, those findings are related with Anchimbe (2009) and McKay (2018). The British or American English as the Standard English has to be transformed in EIL settings (Anchimbe, 2009).…”

Section: Introductionmentioning

confidence: 88%

“…EIL teaching pedagogy is a necessity in the light of today's language and society. Several researchers found out the advantages of EIL from teachers who have shifted their teaching belief from native oriented to nonnative oriented (Ali, 2014;Anchimbe, 2009;Gunantar, 2016;Liu & Cheng, 2017;Mai, 2016;McKay, 2018). Firstly, Ali (2014) pointed out that EIL is prudent to be implemented as it prepares learners to be international speakers in global communication contexts.…”

Section: Introductionmentioning

confidence: 99%

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Khairunnisa¹

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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English as an international language (EIL) calls for a paradigm shift from teaching Standard English to teaching EIL that recognizes English varieties and promoting source culture as a suitable basis for EFL learners rather than rely on Standard English norms. Many studies have portrayed teachers' beliefs and practice concerning English as an international language in an educational setting; little has been made to study the variable that influences teachers' beliefs and their teaching practice. Qualitatively analyzed, this study examined learning experience domestically and overseas in shaping teachers' beliefs regarding EIL by senior high school English teachers in Indonesia. The observation and interview were employed to assess two dimensions of EIL (i.e. beliefs and pedagogy). Results indicated that teachers' learning experience seemed to have less effect on shaping teachers' beliefs and its practice in the light of EIL. Standard English and cultural content from the West were highly prevalent to be taught in the classroom. Nonetheless, the participants agreed that EIL is fundamental due to its flexibility in modifying linguistic norms to establish mutual linguistic understanding. The author proposes EIL-sensitive teacher training to the teachers in order to make them aware of English varieties and local culture as well as to make them play an active role in designing and implementing teaching, learning theories and materials based on EIL.

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“…The conceptual substitution of the Expanding Circle varieties is accounted for by the non‐recognition of localized Englishes, and this leads to the problem of the name that is given to these Englishes. Eric Anchimbe (, p. 274) wittingly pointed to the ‘naming disease’ that ‘simply follows on the heels of the debates about the status, acceptability, standards and the relevance of these Englishes.’ Most often users of the Expanding Circle are certain that what they speak or write is either British or American English. This is definitely the confusion of real life practice of usage with a ‘model’ of language teaching and learning.…”

Section: If Not a Variety Then What?mentioning

confidence: 99%

Elaborating on the Expanding Circle

Proshina

2019

World Englishes

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While the Inner and Outer Circle varieties are recognized by all linguists and educationists, the status of any Expanding Circle English as a variety per se is still a subject of incessant discussions. This article, based on Russian English as a typical variety of the Expanding Circle, focuses on the reasons for misconceptions and inaccuracies. The author discusses the parameters for singling out varieties and their application to the Expanding Circle, highlights Kachru's definition of a performance variety, and concludes that the specifics of exonormative Englishes result in a greater variability of norms as compared with endonormative varieties. Distinctive features of an Expanding Circle variety are not unique but their set makes the variety distinctive. The difference of varieties is majorly due to diversity of cultures that underpin a variety. Therefore, legitimacy of Expanding Circle Englishes is in their ability to serve the cultures and to express linguacultural identity of their users.

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15. Local or International Standards: Indigenized Varieties of English at the Crossroads

Cited by 10 publications

References 0 publications

Investigating Iraqi EFL Learners’ Performance in Utilizing the Speech Acts of Advice and Suggestion

Investigating Iraqi EFL Learners’ Performance in Utilizing the Speech Acts of Advice and Suggestion

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Elaborating on the Expanding Circle

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