Idealized native-speaker linguistic and pragmatic norms in English as an international language: exploring the perceptions of nonnative English teachers

Tajeddin, Zia; Alemi, Minoo; Pashmforoosh, Roya

doi:10.1080/14708477.2017.1413105

Cited by 28 publications

(23 citation statements)

References 48 publications

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“…Be that as it may, since there is no solid observational demonstrate to point whether NESTs or NNESTs can add to the learning aftereffects of EFL students, more assessment is required, (Chun, 2014). In fact, there has been a few clear investigations in the East Asia, Central Asia and South Asia context raising different issues (Sun, 2017); (Nguyen, 2017); (Tajeddin, 2018). Further, currently, very few studies on students' perceptions exist on NNESTs and their professional status has raised an area of interest.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions towards native and non-native english speaker teachers

Wulandari¹,

Rosnaningsih

Sintawati³

2021

ETERNAL

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There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

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Section: Introductionmentioning

confidence: 99%

Students’ perceptions towards native and non-native english speaker teachers

Wulandari¹,

Rosnaningsih

Sintawati³

2021

ETERNAL

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“…The EIL concept presented by Mai (2017), McKay (2003, 2012 and Tajeddin et al (2017) became the frameworks for analysing the data. In this case, the approach was adapted from Cresswell (2014) which consists of compiling raw data, reading all the data, codifying the data into themes, interpreting themes, interpreting the meaning of the themes, connecting the finding with the underlie theories and related previous studies and presenting something new to the previous study.…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, the researcher collected the data based on the physical setting, human setting, interactional setting, and the program setting (Cohen, Manion, & Morrison, 2000). The classroom observation was made based on the criteria of teaching EIL that is adapted from McKay, (2003,2012) and Tajeddin, Alemi, and Pashmforoosh (2017). It is designed as a tool to validate teachers' perspectives towards EIL.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

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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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“…If, for example, German and Japanese business associates are using English as a lingua franca, who is to determine what the appropriate pragmatics would be for such an interaction? A recent study of 125 EFL teachers in Iran found that these NNS teachers gave preference to NS linguistic norms despite emerging norms for English as an international language (EIL) which diverge from the NS norms (Tajeddin, Alemi, & Pashmforoosh, 2017). The findings from this study, then, lend support to adhering to a more traditional notion of NS norms.…”

Section: Considerations In Data Analysismentioning

confidence: 99%

Considerations in assessing pragmatic appropriateness in spoken language

Cohen

2019

Lang. Teach.

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This paper is a revised version of a plenary prompted by the upsurge of interest in the role of pragmatics in teaching, learning, and assessment, and has as its purpose to take a fresh look at recent developments in the assessment of target-language (TL) pragmatics in spoken language. The first issue considered is the question of whether to attempt to assess pragmatics as it unfolds naturally in interactions, and if so, how to do it. Next, micro-level and macro-level factors in the assessment of TL pragmatics are considered. Third, a close look is given to the specific elements of TL pragmatics to assess. Fourth, there is attention to the matter of which instruments are most appropriate for collecting the desired data in the given context. Fifth, issues relating to data analysis are discussed. Finally, matters pertaining to the assessment of classroom instruction are looked at. Recommendations are given as to potentially viable directions for dealing with these issues both in terms of research studies and for assessment of classroom instruction.

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Idealized native-speaker linguistic and pragmatic norms in English as an international language: exploring the perceptions of nonnative English teachers

Cited by 28 publications

References 48 publications

Students’ perceptions towards native and non-native english speaker teachers

Students’ perceptions towards native and non-native english speaker teachers

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

Considerations in assessing pragmatic appropriateness in spoken language

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