VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LE THI HUONG AN INVESTIGATION INTO ATTITUDES OF TEACHERS AND STUDENTS OF ENGLISH TOWARDS TEACHING AND LEARNING WORLD ENGLISHES AT HONG DUC UNIVERSITY r a sẵm ae (Điều tra về quan điểm của giáo viên và sinh viên tiếng Anh đối với việc đạy và học các loại tiếng Anh trên thế giới tại Trường Đại học Hồng Đức) M. MINOR PROGRAMME TIIESIS Field: English Language Teaching Methodology Code: 60 1410 ILA NOI - 2013 VIETNAM NATIONAL UNEVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HƯƠNG AN INVESTIGATION INTO ATTITUDES OF TEACHERS AND STUDENTS OF ENGLISH TOWARDS TEACHING AND LEARNING WORLD ENGLISHES AT LONG DUC UNIVERSITY ry ^ ek ` ee eA." ry (Điều tra về quan diem của giáo viên và sinh viên tiếng Anh đối với việc đạy và học các loại tiếng Anh. trên thế giới tại Trường Đại học Hồng Đức) M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Dr.
Lé Van Canh LIST OF ABBREVIATION LLL: English as an international language ELT: English language teaching FFT. Friglish as a foreign language FLF: Foreign Languages Faculty HDU: Hong Duc University IE: International English L® second language 1.3: third language NR: Native speaker NNSs: Non-native speakers RP: Received Pronunciation S: Students T: Teachers Ws: World Englishes iv 1.1, What is World Englishes? 10 1.2, Attitudes towards teaching and lcarning World Bnglishos. ‘fo teach Standard English or World Linglishes. Current attitudes and perspectives an teaching and leaning World Rnglishes 1.4, Summary CHAPTER 2: METHODOLOGY.
Background to the study. Introduction of the Hong Duc University 2. The English major students. The survey instrument 2.
Piloting the questionnaire. Distribution of the questionnaire. Sclecling participants for the interview 2. Data collection and analysis.
CUIAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSLONS. Findings and discussions.1, Students and teacher’s attitudes towards the so-called “Standard Bnglish” vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. LIST OF ABBREVIATIONS. LIST OF TABLES.
TABLE OF CONTENTS. Rationale of the study. Aims and objectives of the study wv w Scope of the study irs} LD 4. Signilicance of the study ww 5, Research Questions.
Melhods of the study Bw 7. Design of the study. PART B: DEVELOPME! HH CHAPTER 1: LITERATURE REVIEW. Definitions of attitudes.
The role of attitudes in languape learrng. Views on Standard Linglish. Standard English is not a language 1. Standard Euglish is not.
Standard English is not a style. So what is i then?, vi LIST OF TABLES Table | (first six items): Students and teachers’ attitudes tawards “Standard English”. 21 Table 1 (ast szven items): Smdent and teachers’ attitudes towards the concept of “World Englishes” 23 Table 2: Students’ attitudes towards learning native or non-native English. 25 Table 3: Teachers’ views on teaching World Englishes.
28 Table 4: Reasons teachers choose to teach World Englishes. - BE Table 5: Reasons teachers avoid teaching World Englishes. cocccc0cccscssussssssseseareeesne BE LIST OF TABLES Table | (first six items): Students and teachers’ attitudes tawards “Standard English”. 21 Table 1 (ast szven items): Smdent and teachers’ attitudes towards the concept of “World Englishes” 23 Table 2: Students’ attitudes towards learning native or non-native English.
25 Table 3: Teachers’ views on teaching World Englishes. 28 Table 4: Reasons teachers choose to teach World Englishes. - BE Table 5: Reasons teachers avoid teaching World Englishes. cocccc0cccscssussssssseseareeesne BE 3.2, Students and teacher's attitudes towards the concept of “World Englishes” 3.
Student’s attitudes towards leaming “non-standard” varicties of Unglish. Teachers’ negative views on teaching “non-standard” varieties of Bnglish in the classroom 3. Reasons teachers choose to teach World Englishes 3. Reasons (eachers avoid leaching World Friglishes PART C: CONCLUSIONS AND SUGGESTIONS.
Summary of major findings 2. Suggestions of the study for World Fnglishes leaching 2.1 Interaction with KUL users 2. Assessment focusing in communicative effectiveness. Teaching materials representing BIL users.4, Improving teachers’ knowledge and understanding of different non- standard varieties of English.
Teacher education, 3, Conchision. 4, Limitations of the study 5. Suggestions for further research. 2à nọ nọ HH ngư He tates Appendix 1: 8iudent questionnaire.v cọ cài chen Appendix 2: Teacher questionnaire Appendix 3: Interview questions.
viii LIST OF TABLES Table | (first six items): Students and teachers’ attitudes tawards “Standard English”. 21 Table 1 (ast szven items): Smdent and teachers’ attitudes towards the concept of “World Englishes” 23 Table 2: Students’ attitudes towards learning native or non-native English. 25 Table 3: Teachers’ views on teaching World Englishes. 28 Table 4: Reasons teachers choose to teach World Englishes.
- BE Table 5: Reasons teachers avoid teaching World Englishes. cocccc0cccscssussssssseseareeesne BE LIST OF TABLES Table | (first six items): Students and teachers’ attitudes tawards “Standard English”. 21 Table 1 (ast szven items): Smdent and teachers’ attitudes towards the concept of “World Englishes” 23 Table 2: Students’ attitudes towards learning native or non-native English. 25 Table 3: Teachers’ views on teaching World Englishes.
28 Table 4: Reasons teachers choose to teach World Englishes. - BE Table 5: Reasons teachers avoid teaching World Englishes. cocccc0cccscssussssssseseareeesne BE TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. LIST OF ABBREVIATIONS.
LIST OF TABLES. TABLE OF CONTENTS. Rationale of the study. Aims and objectives of the study wv w Scope of the study irs} LD 4.
Signilicance of the study ww 5, Research Questions. Melhods of the study Bw 7. Design of the study. PART B: DEVELOPME! HH CHAPTER 1: LITERATURE REVIEW.
Definitions of attitudes. The role of attitudes in languape learrng. Views on Standard Linglish. Standard English is not a language 1.
Standard Euglish is not. Standard English is not a style. So what is i then?, vi 4, Significance of the study Ilew to help students of English have enough knowledge and experience to meet the inercasing requirements of today socicty is a big question to almost teachers World Linglishes can become an efficient instrument to solve that question. iirstly, this study will be of considerable interest to both language teachers and students wha concerns on icaching and teaming World Englishes.
the study provides an useful background on the theory and perspectives related to World Englishes for those who want Lo develop more on the lopic. Last bul not least, this sLudy hopes to provide teachors and students of English an analysis on attitudes towards teaching and learning World Englishes at Hong Duc University in order to decide whether to teach or eam. World Englishes or net 5. Research Questions In an attempt to investigate teachers and students of English’s perceptions of World Englishes, the present study examined three related domains including teachers” and students’ understanding of World Englishes concept, their attitudes towards “Standard English", and their attitudes to teaching and learning “non-standard” varieties of Knglish in the classroom.
in light of the goal of the study, the following, research questions were posed: 1. How do teachers and students understand the concept of “World Enghshes”? 2. What are teachers and students’ attitudes towards the so-called “Standard English’? 3. What are their attitudes to teaching and learning “non-standard” varieties of English? 6.
Methods of the study In order to fulfill the task mentioned above, this study employs both qualitative and quantitative methods. The quantitative melhod is used 10 collect data. through survey questionnaire, the aim is to explore students’ understanding on Standard English and World Englishes as well as their views on learning native and non-native English. The teachers alsa become the participants to be asked about their LIST OF TABLES Table | (first six items): Students and teachers’ attitudes tawards “Standard English”.
21 Table 1 (ast szven items): Smdent and teachers’ attitudes towards the concept of “World Englishes” 23 Table 2: Students’ attitudes towards learning native or non-native English. 25 Table 3: Teachers’ views on teaching World Englishes. 28 Table 4: Reasons teachers choose to teach World Englishes. - BE Table 5: Reasons teachers avoid teaching World Englishes.
cocccc0cccscssussssssseseareeesne BE investigation into attitudes of teachers and students of English towards teaching and learning World Englishes at Hong Duc University” with bope of understanding more about not only the teachers and st udents’ attitudes towards teaching and leaming World Linglishes but also the overall problems faced by them in teaching and learning the incorporating World Englishes as an international language 2. Aims and objectives of the sLudy The study aims at investigating the attitudes of teachers and students at [long Duc Universily lowards leaching and learning World Englishes. In order lo achieve this aim, the study attempts to: - Investigate teachers and students’ attitudes towards Standard English and World Englishes - Find out the similarities and differences in opinions between teachers and students towards learning and teaching World Englishes. - Find out the possible problems faced by the teachers and students in incorporating World Englishes in teaching English as an international language.
Scope of the stady Currently, World Englishes is one of the discussing matters for scholars all over the world. Many opinions are given to present the advantages and disadvantages of introducing World Englishes o students of English. World Friglishes is a ew lorm and can cause misunderstanding for participants to fulfill the survey questionaire. The participants must have a minimum understanding on native and non-native English, Within the scope of a minor thesis, this study attempts to investigate the attitudes of students and teachers of Lnglish at long Duc University towards teaching and learning World nylishes thorcfore the most suitable parlierpants should be from the 2°! year students who have just got used to with these terms and teachers of Hnglish in Foreign Languages Department at Ilong Duc University.1, What is World Englishes? 10 1.2, Attitudes towards teaching and lcarning World Bnglishos.
‘fo teach Standard English or World Linglishes. Current attitudes and perspectives an teaching and leaning World Rnglishes 1.4, Summary CHAPTER 2: METHODOLOGY. Background to the study. Introduction of the Hong Duc University 2.
The English major students. The survey instrument 2. Piloting the questionnaire. Distribution of the questionnaire.
Sclecling participants for the interview 2. Data collection and analysis. CUIAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSLONS. Findings and discussions.1, Students and teacher’s attitudes towards the so-called “Standard Bnglish” vii PART A: INTRODUCTION 1.
Rationale uf the study The world is presently witnessing a rapid increase in the use of Linglish as a language of wider communication. More and more countries are making English their lingua franca to communicate with the rest of the world - not only with native English- speaking countries, but also with non-natwe Lnglish-speaking countries in international scllings. Il is high lime for Viclrmmnese teachers of English to change their attitudes toward so-called “standard Linglish.” In Vietnam, only Lnglish broadcast on the BBC (British Broadcasting Company), VOA (Voice of America), or ABC (Australian Broadeasling Company) - in olher words, only Friglish used by speakers irr Kachru’s Inner Circle countries - is considered ta be “standard English” Al Hong Duc University (HDU), English-major studenls are always taugltt. English in some standard textbooks followed TOEFL or IELTS format from the first year until they graduate.
So students and teachers believe that “standard English” can become very usclid to help them communicate effectively in foreign companies Lut most people do not conduct business in that way. I often hear my former graduate students, who are now working for Japanese, Korean or Taiwanese companies in Victnam, complain that it is difficult for them to understand Japanese English, that is, the variety of Unglish spoken by speakers of Japanese. Or they will say that their “standard English” has deteriorated because of Taiwanese or Korean supervisors who speak their own varieties of Hnglish World Englishes is quite a new term for many teachers and students of Iinglish at Hong Duc University. there is a fact thal both teachers and students wanted 1a know and understand more on the so-called “World Englishes” in order to help thew students prepare well for future job at companies which are not managed by native Frglish speakers.
