VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH IN UNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠI HỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M. COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH IN UNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠI HỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M. COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Đỗ Thị Thanh Hà, PhD. HANOI – 2016 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CERTIFICATE OF AUTHORSHIP This is to certify that the thesis entitled ―Attitudes of Vietnamese teachers of English in universities toward World Englishes in the classroom” has been written by me and the work in it has not previously been submitted for a degree.
In addition, I also certify that all information sources and literature have been indicated in the thesis. Hanoi, August 2016 Dƣơng Huyền Thắm i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS I would like to express the deepest gratitude to my supervisor, Dr. Đỗ Thị Thanh Hà, for her invaluable encouragement and useful comments and advice during the whole process of this master thesis. Without her immense help, this study could not have been completed.
Also, I am thankful to all my lecturers at Faculty of Post Graduate Studies, University of Languages and International Studies, VNU for their great support and suggestions. Finally, my special thanks go to my beloved family and friends for their love, care and support during my MA course, especially on the completion of this thesis. Hanoi, August 2016 Dƣơng Huyền Thắm ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT The growth of English worldwide has led to the emergence of English as a Lingua Franca (EFL) in English Language Teaching (ELT). This study concentrates on cognitive and behavioral aspects of teachers‘ attitude towards ESL and EFL A questionnaire was delivered to 111 teachers from seven state universities in Vietnam; a semi-structured interview then was carried out with eleven volunteer teachers.
Data reveal the following phenomena which apply for both Outer and Expanding Circle varieties. First, the vast majority of Vietnamese teachers are aware of English varieties and/or implications of EFL/EIL in TESOL. Second, they express a positive opinion towards both Outer Circle and Expanding Circle varieties of English and the introduction of them to students. They also believe that it is important to introduce these varieties.
Finally, the study indicates that teachers are likely to introduce these varieties to students but it depends on many variables. Implications of this study are expected to be beneficial for researchers, educators, and policy makers in ELT, especially in ELT in Vietnam, iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Number of participants in each university Table 2: Biographic Information of Participants Table 3: Vietnamese students will use English to communicate more often with Table 4: Outer Circle varieties are wrong English Table 5: Outer Circle varieties of English should be introduced to students. Table 6: Importance of being aware of Outer circle varieties of English Table 7: Likeliness of introducing Outer varieties of English to students Table 8: How teachers would introduce Outer circle varieties to students Table 9: Expanding Circle varieties are wrong English Table 10: Expanding Circle varieties of English should be introduced to students. Table 11: Importance of being aware of Expanding circle varieties of English Table 12: Outer vs.
Expanding Table 13: Likeliness of introducing Expanding Circle varieties of English to students Table 14: How teachers would introduce Expanding Circle varieties to students iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES AND CHARTS Figure 1: The Kachru‘s Circle Figure 2: The Kachru‘s Circle revised Figure 3: The British Empire at its greatest extend Table 1: Number of participants in each university Chart 1: Varieties of English teachers are teaching Chart 2: Vietnamese students will use English to communicate more often with Chart 3: Outer Circle varieties are wrong English Chart 4: Outer Circle varieties of English should be introduced to students. Chart 5: Importance of being aware of Outer Circle varieties of English Chart 6: Likeliness of introducing Outer Circle varieties of English to students Chart 7: Expanding Circle varieties are wrong English Chart 8: Expanding Circle varieties of English should be introduced to students. Chart 9: Importance of being aware of Expanding circle varieties of English Chart 10: Likeliness of introducing Expanding Circle varieties of English to students v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS WEs World Englishes ELT English Language Teaching ENL English as a Native Language ESL English as a Second Language EFL English as a Foreign Language EIL English as an International Language ELF English as a Lingua Franca NS Native speaker NNS Non-native speaker TESOL Teaching English to Speakers of Other Languages vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS CERTIFICATE OF AUTHORSHIP. iii LIST OF TABLES.
iv LIST OF FIGURES AND CHARTS. v LIST OF ABBREVIATIONS. vi TABLE OF CONTENTS. vii Chapter I - INTRODUCTION.
1 Chapter II: LITERATURE REVIEW. An Overview of World Englishes. The Concept of World Englishes. Models of World Englishes and Kachru's Circle .3 The past, present, and future of English worldwide.
English in South East Asia .5 The implications of World Englishes for ELT. ELT in Vietnamese context. Attitude and the importance of studies on attitude. Concept, components, and measurement of attitude .2 The importance of studies on attitude.
Overview of previous researches on attitude toward WEs. Studies on attitude toward WEs. Studies on attitude toward WEs in Vietnam. 28 Chapter III: Research Methodology.
Data collection procedure. 34 Chapter IV: Findings and Discussion. Attitudes towards Outer Circle varieties. 36 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Attitudes towards Expanding Circle varieties. Limitations of the study. I viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Chapter I - INTRODUCTION English has become the international language which performs the role of a lingua franca for global communication. The number of non-native speakers of English exceeds that of native speakers.
Braine (2006) estimated that ―80 per cent of the English speakers in the world are non-native English speakers.” Together with this phenomenon is the rise in number of countries which adopt English as a Second/Foreign language and use it in the new era and influence it in their own way. As a result, English has been transformed into Englishes (i. different varieties of English) and non-native speakers of English are predicted to ―decide the global future of the language” (Crystal 2000, p. World Englishes refers to at least two senses: Englishes of different areas in the world (the Caribean, East, South, and West Africa, and Asia, etc.) and the field of study Englishes worldwide (Bolton & Kachru 2005).
Since its background was constructed by Kachru, Crystal, Bolton, Jenkins, and other scholars several decades ago, a considerable number of researchers have contributed to the recognition of World Englishes and its study. Thus, the field of World Englishes has been expanded with new branches and more interest from scholars such as Jenkins, Seidlhofer, Firth, etc. on Phonetics and Phonology, Pragmatics, Lexicogrammar; Jenkins, Matsuda, Timmis, etc. on teachers‘ and learners‘ attitude, and so on.
Teachers‘ and learners‘ attitude is one of the key factors that contribute to shape the future of English language teaching and learning of a country, as Kachru & Nelson stated: ―It is essential for us to have more sociolinguistic information about the attitudes towards, and domains and functions of English in each context, especially as the use of English intersects with local languages. Users‘ and 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com policy-makers‘ attitudes have impacts on the domains and functions of the language, and all three — attitudes, domains and functions — together determine the future developments in nativization and acculturation of the medium.323) Therefore, attitudes have attracted attention from a great number of researchers in different countries, such as Chiba, Matsuura, & Yamamoto (1995), Kawanami & Kawanami (2009), and Tokuboto & Shibata (2011) on Japanese‘s attitude. Another example is Ahn (2014) on Korean‘s. However, a small number of studies have been done on attitude of Vietnamese teachers and learners toward World Englishes.
In Vietnam, English has become the primary foreign language and the teaching and learning of English is encouraged by the government all over the country. Therefore, the number of Vietnamese with the ability to speak English has been significantly increased. However, few researches have been done about the English of Vietnamese, which belongs to The Expanding Circle in Kachru‘s model of English, or attitude of Vietnamese towards Englishes. This study, based on background theory and researches on attitude towards different varieties of English in other countries, aims to fill in the gap in the study of the attitudes towards World Englishes in Vietnam.
It is an attempt to describe the attitudes of Vietnamese university teachers of English towards the introduction of World Englishes into English teaching and learning in Vietnam. Therefore, the results of this study would contribute to the description of what Vietnamese teachers think about the introduction of World Englishes to their students. Findings of the research would also have implications on ELT in Vietnam in terms of the teaching and learning of EIL. Last but not 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com least, it would provide empirical evidence to support or decline results of previous researches on attitudes of Vietnamese teachers and students, for example, Ton & Pham (2012), Ngo (2012), Tran & Moor (2015).
The research concentrates on describing attitudes of teachers of English in Vietnamese universities, with focus on leading universities in foreign languages and international studies. They are the ones with the most influence to current situation and future direction of ELT in Vietnam. The goal of the research is interpreted into two research questions as following: 1. What are attitudes of Vietnamese university teachers of English towards the introduction of Outer Circle varieties of English to their students? 2.
What are attitudes of Vietnamese university teachers of English towards the introduction of Expanding Circle varieties of English to their students? The thesis has the following chapters: Chapter I: INTRODUCTION, presents statement of the problem and rationale for the study, aims, scope, significance, and outline of the study. Chapter II: LITERATURE REVIEW, clarifies theoretical background and related studies relevant for the research. Chapter III: RESEARCH METHODOLOGY, elicits information related to research questions, research methods, data collection, data procedure, and data analysis. Chapter IV: FINDINGS AND DISSCUSION includes the core of the study.
Their results of the survey and interview will be presented and discussed to describe teachers‘ cognitive and behavioral attitude. Chapter V: CONCLUSION, summarizes essential findings, provides some linguistic and pedagogical implications, and gives suggestions for further studies. Besides, there are REFERENCES and APPENDIXES at the end of the research. 3 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Chapter II: LITERATURE REVIEW 2.
An Overview of World Englishes 2. The Concept of World Englishes World Englishes (WEs), also alternatively used in singular form by a number of scholars, has been used to present a number of concepts. Different scholars suggest and favor different terms which are often duplicated and overlapping, though confusions and misinterpretations are probably limited as Jenkins (2006) pointed out.