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Yükseköğretim Düzeyinde İngilizce’yi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin ELF ve Standart İngilizce Kavramlarına Yönelik Tutumları

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 399 - 430, 31.01.2022

Abstract

Son yıllarda, “Lingua Franca olarak İngilizce” terimi, farklı ana dilleri olan konuşmacılar arasında İngilizce iletişimin bir yolunu belirtmek için kullanılmıştır. İngilizce bu kadar yaygınlaşınca dünyanın farklı yerlerinde farklı İngilizceler ortaya çıktı ve bu da Standart İngilizce olmalı mı olmamalı mı sorusunu gündeme getirdi. Bu betimleyici araştırma çalışmasının amacı, hem İngilizceyi İngilizce öğrenen Türk öğrencilerinin bir Lingua Franca olarak İngilizce algılarını hem de Standart İngilizce açısından tutumlarının nasıl şekillendiğini araştırmaktır. Çalışma, iki devlet üniversitesinde yabancı diller yüksekokulunda bir yıllık yoğun dil kursu alan 173 İngilizce yükseköğretim düzeyindeki öğrenci ile gerçekleştirilmiştir. Araştırmada hem nicel hem de nitel veri toplamayı mümkün kılan çevrimiçi bir anket kullanılmıştır. Analiz aşamasında, birinci araştırma sorusu ve ikinci araştırma sorusu için betimsel istatistikler kullanılmıştır; Açık uçlu sorulara verilen cevaplar, katılımcıların görüşlerini derinlemesine anlamak için içerik analizi yoluyla analiz edilmiştir. Sonuçlar, öğrencilerin İngilizce'nin ortak bir dil olarak konumunun ve değerinin farkında olduklarını ve öğrencilerin İngilizce'ye karşı olumlu tutumlara sahip olduklarını göstermektedir.

References

  • Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8(2), 119.
  • Akçay, A. (2020). Perceptions of Turkish EFL instructors and their students on native and non-native accents of English and English as a lingua franca (ELF) (Unpublished master's thesis). İhsan Doğramacı Bilkent University, Institute of Educational Sciences, Ankara.
  • Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J. King Saudi University, Language and Translation, 20, 25-39.
  • Arnold, J. (2009). Affect in L2 learning and teaching. Elia, 9, 145-151.
  • Baker, W., & Fang, F. (2021). ‘So maybe I’m a global citizen’: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1-17.
  • Booij, G. (2001). English as the lingua franca of Europe: A Dutch perspective. Lingua e Stile, 36(2), 347-358. Breiteneder, A. (2009). English as a lingua franca in Europe: An empirical perspective. World Englishes, 28(2), 256-269.
  • Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101(3), 566-582.
  • Eldh, A. C., Årestedt, L., & Berterö, C. (2020). Quotations in qualitative studies: reflections on constituents, custom, and purpose. International Journal of Qualitative Methods, 19, 1-6. https://doi.org/10.1177/1609406920969268
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia-Social and Behavioral Sciences, 9, 913-918.
  • Graddol, D. (2000). The future of English (2 ed.). UK: British Council.
  • Graddol, D. (2006). English next: Why global English may mean the end of English as Foreign Language. London: British Council.
  • Grazzi, E. (2016). Network-based language teaching and ELF. In N. Tsantila, J. Mandalios, & M. Ilkos (Eds.), ELF: Pedagogical and interdisciplinary perspectives (pp. 16-24). Athens: Deree – The American College of Greece.
  • Jenkins, J. (2000). The phonology of English as an international language. Hong Kong: Oxford University Press.
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. UK: Oxford University Press.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
  • Kachru, B. B. (2009). Asian Englishes in the Asian age: Contexts and challenges. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian Contexts (pp. 175-193). London: Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9780230239531_11
  • Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press.
  • Kahraman, A. (2016). Teachers’ and Learners’ Attitudes towards culture and culture learning in a Turkish context. Journal of Language and Linguistic Studies, 12(2), 1-12.
  • Lopriore, L. (2015). ELF and early language learning: Multiliteracies, language policies and teacher education. In Y. Bayyurt & S. Akcan (Eds.), Current Perspectives on Pedagogy for English as a Lingua Franca, (pp. 69-86). Berlin, München, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110335965.69
  • Matsuda, A. (2000). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). Purdue University. Indiana, USA.
  • Mauranen, A. (2018). Conceptualising ELF. In J. Jenkins, W. Baker & M. Dewey (Eds.) The Routledge handbook of English as a lingua franca, (pp. 7-24). London: Routledge.
  • Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge, UK: Cambridge University Press.
  • Pandey, M., & Pandey, P. (2014). Better English for better employment opportunities. International Journal of Multidisciplinary Approach and Studies, 1(4), 93-100.
  • Quirk, R. (1990). Language varieties and standard language. English Today, 6(1), 3-10.
  • Rostami, F. (2016). A comparative study of teachers' and learners' perceptions towards the role of culture in English language teaching. International Journal of Humanities and Cultural Studies, 1061-1076.
  • Sağlık-Okur, Y. (2016). English learners’ and teachers’ perceptions of English as a lingua franca. (Unpublished master's thesis) Erciyes University, Kayseri.
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal 59(4), 339-341. https://doi.org/10.1093/elt/cci064 .
  • Thao, T. Q., & Tai, P. T. (2018). English-major students’ perceptions of the role of culture in English language learning. In D. T. Tin (Ed.) Language Teaching and Learning Today: Diversity and unity of language education in the globalized landscape (pp. 253-270). Vietnam: Ho Chi Minch City Press.
  • Yano, Y. (2009). The future of English: beyond the Kachruvian three circle model? In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian Contexts (pp. 208- 225). London: Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9780230239531_13

Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 399 - 430, 31.01.2022

Abstract

In recent years, the term “English as a Lingua Franca” has been employed to indicate a way of communication in English between speakers with different native languages. When English became so widespread, different Englishes emerged in different parts of the world, and this brought up the question of whether there should be a Standard English or not. The purpose of this descriptive research study is to explore both Turkish EFL students’ perceptions on English as a Lingua Franca and how their attitudes are shaped in terms of Standard English. The study was conducted with 173 English tertiary level students taking one-year intensive language course in school of foreign languages at two state universities. An online questionnaire was used in the study, which made it possible to collect both quantitative and qualitative data. In the analysis procedure, descriptive statistics were used for the first research question and for the second research question; responses to the open-ended questions were analyzed through content analysis to obtain in depth the understanding of the views of participants. The results show that students are aware of the position and the value of English as a common language and that students have positive attitudes towards English.

References

  • Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8(2), 119.
  • Akçay, A. (2020). Perceptions of Turkish EFL instructors and their students on native and non-native accents of English and English as a lingua franca (ELF) (Unpublished master's thesis). İhsan Doğramacı Bilkent University, Institute of Educational Sciences, Ankara.
  • Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J. King Saudi University, Language and Translation, 20, 25-39.
  • Arnold, J. (2009). Affect in L2 learning and teaching. Elia, 9, 145-151.
  • Baker, W., & Fang, F. (2021). ‘So maybe I’m a global citizen’: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1-17.
  • Booij, G. (2001). English as the lingua franca of Europe: A Dutch perspective. Lingua e Stile, 36(2), 347-358. Breiteneder, A. (2009). English as a lingua franca in Europe: An empirical perspective. World Englishes, 28(2), 256-269.
  • Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101(3), 566-582.
  • Eldh, A. C., Årestedt, L., & Berterö, C. (2020). Quotations in qualitative studies: reflections on constituents, custom, and purpose. International Journal of Qualitative Methods, 19, 1-6. https://doi.org/10.1177/1609406920969268
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia-Social and Behavioral Sciences, 9, 913-918.
  • Graddol, D. (2000). The future of English (2 ed.). UK: British Council.
  • Graddol, D. (2006). English next: Why global English may mean the end of English as Foreign Language. London: British Council.
  • Grazzi, E. (2016). Network-based language teaching and ELF. In N. Tsantila, J. Mandalios, & M. Ilkos (Eds.), ELF: Pedagogical and interdisciplinary perspectives (pp. 16-24). Athens: Deree – The American College of Greece.
  • Jenkins, J. (2000). The phonology of English as an international language. Hong Kong: Oxford University Press.
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. UK: Oxford University Press.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
  • Kachru, B. B. (2009). Asian Englishes in the Asian age: Contexts and challenges. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian Contexts (pp. 175-193). London: Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9780230239531_11
  • Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press.
  • Kahraman, A. (2016). Teachers’ and Learners’ Attitudes towards culture and culture learning in a Turkish context. Journal of Language and Linguistic Studies, 12(2), 1-12.
  • Lopriore, L. (2015). ELF and early language learning: Multiliteracies, language policies and teacher education. In Y. Bayyurt & S. Akcan (Eds.), Current Perspectives on Pedagogy for English as a Lingua Franca, (pp. 69-86). Berlin, München, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110335965.69
  • Matsuda, A. (2000). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). Purdue University. Indiana, USA.
  • Mauranen, A. (2018). Conceptualising ELF. In J. Jenkins, W. Baker & M. Dewey (Eds.) The Routledge handbook of English as a lingua franca, (pp. 7-24). London: Routledge.
  • Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge, UK: Cambridge University Press.
  • Pandey, M., & Pandey, P. (2014). Better English for better employment opportunities. International Journal of Multidisciplinary Approach and Studies, 1(4), 93-100.
  • Quirk, R. (1990). Language varieties and standard language. English Today, 6(1), 3-10.
  • Rostami, F. (2016). A comparative study of teachers' and learners' perceptions towards the role of culture in English language teaching. International Journal of Humanities and Cultural Studies, 1061-1076.
  • Sağlık-Okur, Y. (2016). English learners’ and teachers’ perceptions of English as a lingua franca. (Unpublished master's thesis) Erciyes University, Kayseri.
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal 59(4), 339-341. https://doi.org/10.1093/elt/cci064 .
  • Thao, T. Q., & Tai, P. T. (2018). English-major students’ perceptions of the role of culture in English language learning. In D. T. Tin (Ed.) Language Teaching and Learning Today: Diversity and unity of language education in the globalized landscape (pp. 253-270). Vietnam: Ho Chi Minch City Press.
  • Yano, Y. (2009). The future of English: beyond the Kachruvian three circle model? In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian Contexts (pp. 208- 225). London: Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9780230239531_13
There are 30 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ulaş Koçak 0000-0002-3982-5195

Zeynep Koçali 0000-0001-5625-9933

Gonca Ekşi 0000-0003-3555-7258

Publication Date January 31, 2022
Published in Issue Year 2022 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı

Cite

APA Koçak, U., Koçali, Z., & Ekşi, G. (2022). Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1(1), 399-430.
AMA Koçak U, Koçali Z, Ekşi G. Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level. GEFAD. January 2022;1(1):399-430.
Chicago Koçak, Ulaş, Zeynep Koçali, and Gonca Ekşi. “Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1, no. 1 (January 2022): 399-430.
EndNote Koçak U, Koçali Z, Ekşi G (January 1, 2022) Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1 1 399–430.
IEEE U. Koçak, Z. Koçali, and G. Ekşi, “Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level”, GEFAD, vol. 1, no. 1, pp. 399–430, 2022.
ISNAD Koçak, Ulaş et al. “Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1/1 (January 2022), 399-430.
JAMA Koçak U, Koçali Z, Ekşi G. Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level. GEFAD. 2022;1:399–430.
MLA Koçak, Ulaş et al. “Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 1, no. 1, 2022, pp. 399-30.
Vancouver Koçak U, Koçali Z, Ekşi G. Turkish EFL Learners’ Attitudes towards ELF and Standard English at Tertiary Level. GEFAD. 2022;1(1):399-430.