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An Audial Skills-based Investigation of the ELT coursebook from an ELF Perspective

Year 2022, Volume: 11 Issue: 1, 77 - 90, 30.06.2022

Abstract

Abstract
The current status of English as a lingua franca (ELF) not only has changed the dynamics of communication in international business, cultural and economic arenas but also has led some implications for English language teaching (ELT). With the emergence of ELF and the widespread ELF interactions among the people from a different linguistic L1 background in various contexts, ELT materials need to be reconceptualized, reassessed and modified (McGrath 2013, Siqueira 2015). In order to find out whether the audial skills-based tasks in the ELT coursebook cover the view of English as a lingua franca or not, the following research questions were addressed throughout the study: (1) To what extent do the listening and video tasks in the selected coursebook expose learners to interactions among non-native/nonnative and non-native/native speakers of English? (2) To what extent do the listening and video tasks in the selected coursebook expose learners to the non-native role models of English? And lastly, (3) How do the listening and video tasks in the selected coursebook approach culture? This current study applied a descriptive content analysis and all data were driven from the coursebook “English File” upper-intermediate students’ book, third edition by Oxford University Press. The results of the research reveal that the coursebook represents only one non-native role model in audial skills-based tasks, and there are just a few tentative attempts to refer to native/non-native interactions. Additionally, it seems that the coursebook adopts an essentialist view in terms of representing the cultural elements. In the light of the results, the study suggests some pedagogical considerations for language teachers and material designers in the sense that materials should be modified carefully in order to create an interculture awareness among the students.

References

  • Asakereh, A., Yousofi, N., & Weisi, H. (2019). Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features. Issues in Educational Research, 29 (4), 1016-1038.
  • Baker, W. (2012). Using e-learning to develop intercultural awareness in ELT: a critical evaluation in a Thai higher education setting. ELT Research Papers, 12(3), 1-43.
  • Bayyurt, Y., Lopriore, L., & Vettorel, P. (2018). Raising English language teachers’ awareness towards WE/ELF-aware materials evaluation. In X. Martin-Rubio (Ed). Contextualising English as a Lingua Franca: From Data to Insights (pp.251-275). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Caleffi, P. (2016). ELF in the speaking and listening activities of recently published English- language coursebooks. In L. Lucilla, & G. Enrico, Intercultural Communication: New Perspectives from ELF (pp. 59-78). Rome: TrE-Pres.
  • Cogo, A. (2009). Accommodating difference in ELF Conversations: a study of pragmatic strategies. In A. Mauranen, & E. Ranta (Eds). English as a Lingua Franca: Studies and findings (pp.254-273). Newcastle upon Tyne: Cambridge scholars Press.
  • Creswell, J. D. & Miller, D. L. (2000). Determining validity in qualitative. Theory into Practice, 39(3), 124-131. doi:10.1080/14681366.2011.527118
  • Crystal, D. (2003b). The Cambridge Encyclopedia of the English Language (2nd ed). United Kingdom: Cambridge University Press.
  • Çelik, S., & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science, 38(167).
  • Cunningsworth, A. (1995). Choosing your Coursebook. London: Macmillan
  • Davies, A. (1991). The native speaker in applied linguistics. Scotland: Edinburgh University Press.
  • Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170. https://doi.org/10.1515/jelf-2012-0007
  • Firth, A. (1996). The Discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26, 237-259. https://doi.org/10.1016/0378-2166(96)00014-8
  • Galloway, N. (2018). ELF and ELT teaching materials. In J. Jenkins, & W. Baker & M. Dewey, (Eds.). The Routledge Handbook of English as a Lingua Franca. New York: Routledge.
  • Galloway, N., & Rose, H. (2015). Introducing Global Englishes. New York: Routledge.
  • Guerra, L., Cavalheiro, L., Pereira, R., Bayyurt, Y., Kurt, Y., Öztekin, E., & Sönmez, E. (2022). Representations of the English as a Lingua Franca framework: identifying ELF-aware activities in Portuguese and Turkish coursebooks. RELC Journal, 53(1), 134-150. https://doi.org/10.1177/0033688220935478
  • Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 286-494. https://doi.org/10.1093/elt/ccs040
  • Jenkins, J. (2015). Global Englishes. A Resource Book for Students. London: Routledge
  • Kachru, B. B. (1985). Standards, codification, and sociolinguistic realism: The English language in the outer circle. In R. Quirk, & H. G. Widdowson (Eds.), English in the World (pp.11-30). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1996). World Englishes: Agony and Ecstasy. The Journal of Aesthetic Education, 30(2), 135-155. https://doi.org/10.2307/3333196
  • Krippendorff, K. (2019). Content Analysis: An Introduction to Its Methodology (2nd ed). United States of America: Sage Publications.
  • Marlina, R., & Xu, Z. (2018). English as a lingua franca. The TESOL encyclopedia of English Language teaching, 1-13.
  • Matsuda, A. (2002). Representations of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182-216.
  • McGrath, I. (2013). Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory. London: Bloomsbury.
  • Mauranen, A. (2012). Exploring ELF. Cambridge: Cambridge University Press.
  • Patton, M. Q. (2001). Qualitative Research and Evaluation Methods (3rd ed). California: Sage Publications.
  • Patton, M. (1990). Qualitative evaluation and research methods. CA: Sage.
  • Sifakis, N. C. (2004). Teaching EIL—Teaching international or intercultural English? What teachers should know. System, 32(2), 237-250. https://doi.org/10.1016/j.system.2003.09.010
  • Sifakis, N., Lopriore, L., Dewey, M., Bayyurt, Y., Vettorel, P., Cavalheiro, L., Siqueira, D. S., & Kordia, S. (2018). ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, 7(1), 155-209. https://doi.org/10.1515/jelf- 2018-0008
  • Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.
  • Si, J. (2020). An analysis of business English coursebooks from an ELF perspective. ELT Journal, 74(2),156–165. https://doi.org/10.1093/elt/ccz049
  • Siqueira, D. S. P. (2015). English as a Lingua Franca and ELT materials: is the ‘plastic world’ really melting? In Y. Bayyurt, & S. Akcan (Eds.). Current Perspectives on Pedagogy for English as a Lingua Franca (pp. 239-58). Boston/Berlin: De Gruyter Mouton.
  • Takahashi, R. (2014). An analysis of ELF-oriented features in ELT coursebooks: Are attitudes towards non-native varieties changing in English language teaching policy and practice in Japan? English Today, 30(1), 28-34. doi:10.1017/S0266078413000539
  • Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English Language Teaching Materials: Theory and Practice (pp.81-108). Cambridge: Cambridge University Press.
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.
  • Vettorel, P. (2018). ELF and Communication Strategies: Are They Taken into Account in ELT Materials? RELC Journal, 49(1), 58-73. doi:10.1177/0033688217746204
  • Vettorel, P., & Lopriore, L. (2013). Is there ELF in ELT coursebooks?. Studies in Second Language Learning and Teaching, 3(4). 10.14746/ssllt.2013.3.4.3.
  • Yu, M. H. (2018). Exploring the orientation and use of textbook lingua-cultural resources to teach and learn English for lingua franca communication. The Asia Pacific Education Researcher, 27(4), 257-266.
  • Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466. doi:10.1093/elt/ccq089
Year 2022, Volume: 11 Issue: 1, 77 - 90, 30.06.2022

Abstract

References

  • Asakereh, A., Yousofi, N., & Weisi, H. (2019). Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features. Issues in Educational Research, 29 (4), 1016-1038.
  • Baker, W. (2012). Using e-learning to develop intercultural awareness in ELT: a critical evaluation in a Thai higher education setting. ELT Research Papers, 12(3), 1-43.
  • Bayyurt, Y., Lopriore, L., & Vettorel, P. (2018). Raising English language teachers’ awareness towards WE/ELF-aware materials evaluation. In X. Martin-Rubio (Ed). Contextualising English as a Lingua Franca: From Data to Insights (pp.251-275). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Caleffi, P. (2016). ELF in the speaking and listening activities of recently published English- language coursebooks. In L. Lucilla, & G. Enrico, Intercultural Communication: New Perspectives from ELF (pp. 59-78). Rome: TrE-Pres.
  • Cogo, A. (2009). Accommodating difference in ELF Conversations: a study of pragmatic strategies. In A. Mauranen, & E. Ranta (Eds). English as a Lingua Franca: Studies and findings (pp.254-273). Newcastle upon Tyne: Cambridge scholars Press.
  • Creswell, J. D. & Miller, D. L. (2000). Determining validity in qualitative. Theory into Practice, 39(3), 124-131. doi:10.1080/14681366.2011.527118
  • Crystal, D. (2003b). The Cambridge Encyclopedia of the English Language (2nd ed). United Kingdom: Cambridge University Press.
  • Çelik, S., & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science, 38(167).
  • Cunningsworth, A. (1995). Choosing your Coursebook. London: Macmillan
  • Davies, A. (1991). The native speaker in applied linguistics. Scotland: Edinburgh University Press.
  • Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170. https://doi.org/10.1515/jelf-2012-0007
  • Firth, A. (1996). The Discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26, 237-259. https://doi.org/10.1016/0378-2166(96)00014-8
  • Galloway, N. (2018). ELF and ELT teaching materials. In J. Jenkins, & W. Baker & M. Dewey, (Eds.). The Routledge Handbook of English as a Lingua Franca. New York: Routledge.
  • Galloway, N., & Rose, H. (2015). Introducing Global Englishes. New York: Routledge.
  • Guerra, L., Cavalheiro, L., Pereira, R., Bayyurt, Y., Kurt, Y., Öztekin, E., & Sönmez, E. (2022). Representations of the English as a Lingua Franca framework: identifying ELF-aware activities in Portuguese and Turkish coursebooks. RELC Journal, 53(1), 134-150. https://doi.org/10.1177/0033688220935478
  • Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 286-494. https://doi.org/10.1093/elt/ccs040
  • Jenkins, J. (2015). Global Englishes. A Resource Book for Students. London: Routledge
  • Kachru, B. B. (1985). Standards, codification, and sociolinguistic realism: The English language in the outer circle. In R. Quirk, & H. G. Widdowson (Eds.), English in the World (pp.11-30). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1996). World Englishes: Agony and Ecstasy. The Journal of Aesthetic Education, 30(2), 135-155. https://doi.org/10.2307/3333196
  • Krippendorff, K. (2019). Content Analysis: An Introduction to Its Methodology (2nd ed). United States of America: Sage Publications.
  • Marlina, R., & Xu, Z. (2018). English as a lingua franca. The TESOL encyclopedia of English Language teaching, 1-13.
  • Matsuda, A. (2002). Representations of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182-216.
  • McGrath, I. (2013). Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory. London: Bloomsbury.
  • Mauranen, A. (2012). Exploring ELF. Cambridge: Cambridge University Press.
  • Patton, M. Q. (2001). Qualitative Research and Evaluation Methods (3rd ed). California: Sage Publications.
  • Patton, M. (1990). Qualitative evaluation and research methods. CA: Sage.
  • Sifakis, N. C. (2004). Teaching EIL—Teaching international or intercultural English? What teachers should know. System, 32(2), 237-250. https://doi.org/10.1016/j.system.2003.09.010
  • Sifakis, N., Lopriore, L., Dewey, M., Bayyurt, Y., Vettorel, P., Cavalheiro, L., Siqueira, D. S., & Kordia, S. (2018). ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, 7(1), 155-209. https://doi.org/10.1515/jelf- 2018-0008
  • Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.
  • Si, J. (2020). An analysis of business English coursebooks from an ELF perspective. ELT Journal, 74(2),156–165. https://doi.org/10.1093/elt/ccz049
  • Siqueira, D. S. P. (2015). English as a Lingua Franca and ELT materials: is the ‘plastic world’ really melting? In Y. Bayyurt, & S. Akcan (Eds.). Current Perspectives on Pedagogy for English as a Lingua Franca (pp. 239-58). Boston/Berlin: De Gruyter Mouton.
  • Takahashi, R. (2014). An analysis of ELF-oriented features in ELT coursebooks: Are attitudes towards non-native varieties changing in English language teaching policy and practice in Japan? English Today, 30(1), 28-34. doi:10.1017/S0266078413000539
  • Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English Language Teaching Materials: Theory and Practice (pp.81-108). Cambridge: Cambridge University Press.
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.
  • Vettorel, P. (2018). ELF and Communication Strategies: Are They Taken into Account in ELT Materials? RELC Journal, 49(1), 58-73. doi:10.1177/0033688217746204
  • Vettorel, P., & Lopriore, L. (2013). Is there ELF in ELT coursebooks?. Studies in Second Language Learning and Teaching, 3(4). 10.14746/ssllt.2013.3.4.3.
  • Yu, M. H. (2018). Exploring the orientation and use of textbook lingua-cultural resources to teach and learn English for lingua franca communication. The Asia Pacific Education Researcher, 27(4), 257-266.
  • Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466. doi:10.1093/elt/ccq089
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Elif Aydın Yazıcı 0000-0001-6634-1025

Publication Date June 30, 2022
Submission Date June 14, 2022
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Aydın Yazıcı, E. (2022). An Audial Skills-based Investigation of the ELT coursebook from an ELF Perspective. ELT Research Journal, 11(1), 77-90.