English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

Monfared, Abbas; Khatib, Mohammad

doi:10.14221/ajte.2018v43n2.4

Cited by 26 publications

(26 citation statements)

References 46 publications

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“…There have been a number studies supporting the Iranian EFL teachers and learners' preferences toward native varieties in English specifically for American English (Rajablon & Shirvan, 2017;Monfared & Khatib, 2018), and the factors like American status, lack of knowledge about the situation of English around the world, and alike, has been the highlighted issues for the learners' preferences toward American English accent. However, there has been a dearth of information about investigating learners who prefer the British rather than the American English accent, and also about factors supporting their preferences within the EFL context in Iran.…”

Section: Introductionmentioning

confidence: 99%

British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

Weisi

Raygan

Bakhtiari³

2019

IJET

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Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.

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Section: Introductionmentioning

confidence: 99%

British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

Weisi

Raygan

Bakhtiari³

2019

IJET

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“…Lastly, a number of studies, especially in Iran and the Arabian Peninsula, examine language attitudes towards Englishes within educational contexts in the MENA region. Despite evidence of glocalization of English in the region, there still tends to be more positive attitudes towards Inner Circle Englishes (usually white American and British) and a tendency to follow these Englishes as the ‘correct’ ones or the models to emulate, especially in education (Buckingham, 2015a; Monfared & Khatib, 2018; Moradkhani & Asakereh 2018; Rezaei, Khosravizadeh, & Mottaghi, 2019; Sadeghi & Richards, 2015; Tajeddin, Alemi, & Pashmforoosh, 2017). Some projects have been undertaken, however, to localize curriculum (Rahimi & Ruzrokh, 2016) and adopt more WE perspectives to language education (Coşkun, 2011; Sifakis & Bayyurt, 2015).…”

Section: Resultsmentioning

confidence: 99%

A scoping review of world Englishes in the Middle East and North Africa

2020

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This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.

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“…Many studies have explored teachers' perception of World Englishes (hereafter, WEs) (such as Sadehpour & Sharifian, 2017;Arrieta, 2017;Monfared & Khatib, 2018). A study conducted by Sadeghpour and Sharifian (Salehpour & Sharifian, 2017) revealed that teachers from inner-circle countries acknowledged the emergence of different English varieties.…”

Section: Introductionmentioning

confidence: 99%

“…In the same way, Arrieta (2017) proposed that inner circle teachers were more open to English varieties if they were sufficiently exposed to those varieties. In addition, Monfared and Khatib (2018) compared the perception of Iranian and Indian teachers toward WEs. As an outer circle country, Indian teachers had exonormative orientation which means that they favored their local variety instead of targeting native norms.…”

Section: Introductionmentioning

confidence: 99%

“It is Confusing to Use More than One Accent in the Class”: Exploring Teachers’ Perception Toward World Englishes in Listening Class

Ramadhani¹,

Kurniawan²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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The increasing number of non-native English speakers has caused an inevitable effect which is the emergence of English varieties. Accordingly, English does not belong to one specific country. Thus, the ownership of English belongs to those who speak it. However, teaching English in Indonesia has been based on an exonormative norm that views ideal English is only from native varieties. Consequently, it is challenging to delve into teachers' views about exposing different English varieties to the students. Therefore, this qualitative study aims at investigating teachers' perceptions towards incorporating World Englishes (WEs) into a listening class. This study intends to picture how teachers perceive the diverse English varieties and the awareness of using the varieties as materials in the listening class. An openended questionnaire was distributed to five teachers and it was analyzed by coding. The findings revealed that most of the teachers used American and British English as target models. The main reason was the accessibility of finding the sources. However, the teachers accepted that other varieties could be also used as exposures of English. Exposing students to diverse varieties also influenced students in intercultural communication.

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English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

Cited by 26 publications

References 46 publications

British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

A scoping review of world Englishes in the Middle East and North Africa

“It is Confusing to Use More than One Accent in the Class”: Exploring Teachers’ Perception Toward World Englishes in Listening Class

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