İngilizce Yeterliliği ile Öğrencilerin İngilizcenin Ortak İletişim Dili Olmasına Dair Algıları Arasındaki İlişki

Yıl 2024, Cilt: 13 Sayı: 3, 512 - 527, 31.07.2024

Fikri Geçkinli

Öz

İngilizcenin küresel iletişimde oynadığı rol, İngilizce öğretim paradigmasında kaçınılmaz bir değişikliği beraberinde getirmektedir. Bu kabul, İngilizce öğrenen öğrencilerin artık sadece ana dili İngilizce seviyesinde dil becerisi hedeflemek yerine, etkili küresel iletişim becerilerini geliştirmeye öncelik vermelerini gerektirmektedir. Bu bağlamda, İngilizceyi yabancı dil olarak öğrenen öğrencilerin algılarının anlaşılması, bu değişimin etkilerini kavramada ve ele alınmasında önemli bir role sahiptir. Bu çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin, İngilizcenin küresel bir iletişim dili olma ve bu durumun eğitimsel etkilerine dair algılarını incelemektedir. Katılımcı havuz, bir vakıf üniversitesinin İngilizce hazırlık programına kayıtlı 570 öğrenciden oluşmaktadır. Beş noktalı Likert ölçekli bir anket aracılığıyla yapılan nicel araştırma, sistemli bir veri toplama yöntemi olarak kullanılmıştır. Sonuçlar, öğrencilerin İngilizcenin küresel iletişim dili olma ve bunun öğretimsel etkilere dair algıları konusunda, İngilizce yeterlilik düzeyleri gözetilmeksizin tutarlı bir model ortaya koymaktadır. Ancak, alt boyutlara daha yakından bakıldığında, özellikle "İngilizce çeşitleri" ve "İngilizce öğretmenleri" konularında belirgin farklılıklar ortaya çıkmaktadır. Öğrencilerin İngilizce yeterlilikleri ilerledikçe dil çeşitlerine ilişkin farkındalıklarının arttığı gözlemlenmiştir. Ayrıca, ana dili İngilizce olan öğretmenlere olan tercihin, dil öğretiminde daha belirgin hale geldiği tespit edilmiştir. Çalışmanın son bölümünde, elde edilen bulgular titizlikle ele alınarak kapsamlı sonuçlar ve pragmatik öneriler sunulmaktadır.

Anahtar Kelimeler

Uluslararası iletişim dili olarak İngilizce, İngilizce yeterliliği, İngilizce’yi yabancı dil olarak öğrenen öğrenciler, Pedagojik çıkarımlar

The Relationship Between English Proficiency and EFL Students' Perceptions of ELF

Öz

A shift in the paradigm of English language instruction is proposed, driven by the recognition of English as a global language of communication (ELF). This acknowledgment makes it increasingly pragmatic for EFL students to prioritize the cultivation of effective global communication skills over the pursuit of native English language proficiency. Consequently, the examination of EFL students' perceptions assumes a pivotal role in understanding and addressing this shift. This study delves into the perceptions of EFL students regarding the use of English as a global language of communication and its educational implications. The participant pool comprised 570 students enrolled in the English preparatory program of a foundation university. Employing a quantitative research approach, a five-point Likert-scale questionnaire was utilized to systematically gather data. The results unveiled a consistent pattern across students' conceptions of English as a global language of communication and its instructional impacts, irrespective of their English proficiency levels. However, notable distinctions emerged upon closer scrutiny of the sub-dimensions, particularly concerning "English varieties" and "English teachers." It was discerned that as students progressed in their English proficiency, they exhibited an increased awareness of language varieties. Additionally, a preference for native English-speaking teachers over non-native counterparts became more pronounced. In the final section of this study, these findings are meticulously explored within the established framework. Subsequent to this exploration, comprehensive conclusions and pragmatic recommendations are presented.

Anahtar Kelimeler

EFL students, English proficiency, Pedagogical implications, English as lingua franca (ELF)

Kaynakça

• Ahmed, S. (2015). Attitudes towards English language learning among EFL learners at UMSKAL. Journal of Education and Practice, 6(18), 6-16.
• Almaqrn, R. K., & Alshabeb, A. M. (2017). EFL learners' attitudes towards the proper pronunciation of English and podcasts as a facilitator of proper pronunciation. Arab World English Journal, 8(1), 208-219. DOI: https://doi.org/hf9c
• Arıkan, A., Taşer, D., & Saraç Durgun, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 42-51.
• Barrett, M. (2009). A preliminary survey of second language learners' attitudes toward native and non-native ESL/EFL teachers. TESOL Working Paper Series, 7(1), 50-61.
• Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers' awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202. DOI: https://doi.org/gg396j
• Bektaş Çetinkaya, Y. (2009). Language of others: EFL students' perception of and attitude towards English. Cukurova University Journal of Institute of Social Sciences, 18(1), 109-120.
• Biricik Deniz, E., Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: Reflections on ELF-Related issues by pre-service English language teachers in turkey. The Reading Matrix: An International Online Journal, 16(2), 144-161.
• Buckingham, L. (2014). Attitudes to English teachers' accents in the Gulf. International Journal of Applied Linguistics, 24(1), 50-75. DOI: https://doi.org/hf9b
• Calvo-Benzies, Y. J. (2017). English as a lingua franca (ELF) in ESP contexts. Students’ attitudes towards non-native speech and analysis of teaching materials. Alicante Journal of English Studies, 30, 27-60. DOI: https://doi.org/hf89
• Cogo, A. (2010). Strategic use and perceptions of English as a lingua franca. Poznań Studies in Contemporary Linguistics, 46(3), 295-312. DOI: https://doi.org/bc6557
• Cogo, A., & Dewey, M. (2012). Analysing English as a lingua franca: A corpus-driven investigation. Bloomsbury Publishing.
• Coşkun, A. (2011). Future English teachers' attitudes towards EIL pronunciation. Journal of English as an International Language, 6(2), 46-68.
• Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Blackwell.
• Csizer, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students' aims and beliefs: A structural equation model. System, 40(1), 1-10. DOI: https://doi.org/hf88
• De Meerleer, M. (2012). Beliefs and attitudes towards English as a lingua franca: native and non-native pronunciation [Master’s thesis, Ghent University]. Ghent University Library. https://libstore.ugent.be/fulltxt/RUG01/001/891/513/RUG01-001891513_2012_0001_AC.pdf
• Dweik, B., & Al-Barghouthi, E. (2014). Attitudes of Jordanian graduate students towards native and non-native English language teachers. Journal of Education and Human Development, 3(2), 627-646.
• Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. Farrar, Straus and Giroux.
• Galloway, N. (2013). Global Englishes and English language teaching (ELT) - bridging the gap between theory and practice in a Japanese context. System, 41(3), 786-803. DOI: https://doi.org/f5ghqq
• Galloway, N., & Rose, H. (2013). “They envision going to New York, not Jakarta”: The differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan. Journal of English as a Lingua Franca, 2(2), 229-253. DOI: https://doi.org/hf87
• George, D., & Mallery, P. (2003). Using SPSS for Windows step by step: A simple guide and reference (4th ed.). Pearson Education.
• Gómez Burgos, E., & Pérez, S. (2015). Chilean 12th graders’ attitudes towards English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 313-324. DOI: https://doi.org/hf86
• Griffiths, C., & Soruç, A. (2019). Contextual differences regarding students' perceptions of English as a lingua franca according to subject major and nationality. The Journal of Language Teaching and Learning, 9(1), 53-69.
• Hall, C. (2017). BAAL/CUP Seminar 2015: (De)Constructing Englishes: Exploring the implications of ontologies of the language for learning, teaching and assessment. Language Teaching, 50(1), 135-137. DOI: https://doi.org/hf9d
• He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769-789.
• Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181. DOI: https://doi.org/d737mn
• Jenkins, J. (2015). Global Englishes: A Resource Book for Students. Routledge & CRC Press.
• Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315. DOI: https://doi.org/ccp3zb
• Kalocsai, K. (2009). Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Apples – Journal of Applied Language Studies, 3(1), 25-49.
• Kanık, M. (2013). “She like it” but should we standardize ELF?” Kastamonu Education Journal, 21(3), 1059-1070.
• Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya University Journal of Arts and Sciences, 1(7), 73-87.
• Karakaş, A., Uysal, H., Bilgin, S., & Bulut, T. (2016). Turkish EFL learners' perceptions of native English- speaking teachers and non-native English-speaking teachers in higher education. Novitas-ROYAL (Research on Youth and Language), 10(2), 180-206.
• Karasar, N. (2012). Bilimsel Araştırma Yöntemi [Scientific Research Methods] (23rd ed.). Nobel Publishing.
• Ke, I. C., & Cahyani, H. (2014). Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners' beliefs of English. System, 46, 28-38. DOI: https://doi.org/f6k59c
• Kemaloğlu Er, E., & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL Contexts (pp. 159-174). Multilingual Matters.
• Kemaloğlu Er, E., & Biricik Deniz, E. (2020). Defining ELF as a sociolinguistic concept and a pedagogical perspective. In Y. Bektaş Çetinkaya (Ed.), Intercultural competence in ELT–Raising awareness in classrooms (pp. 21-37). Peter Lang. DOI: https://doi.org/hf9f
• Kesgin, N., & Arslan, M. (2015). Attitudes of students towards the English language in high schools. Anthropologist, 20(1,2), 297-305.
• Leong, L., & Ahmadi, S. M. (2017). An analysis of factors influencing learners' English speaking skill. International Journal of Research in English Education, 2(1), 34-41. DOI: https://doi.org/hf9g
• Mansfield, G., & Poppi, F. (2012). The English as a foreign language/lingua franca debate: Sensitising teachers of English as a foreign language towards teaching English as a lingua franca. Profile, 14(1), 159-172.
• Mat, A. C., & Soon, G. Y. (2010). Grammar in the classroom: Students' expectations and reality the case of Arabic and Mandarin. Novitas-ROYAL (Research on Youth and Language), 4(1), 51-63.
• Mrak, M. (2000). Globalization: Trends, challenges and opportunities for countries in transition. United Nations Industrial Development Organization. https://www.unido.org/sites/default/files/2006-10/mrak_0.pdf
• Nilay, A. (2018). Attitudes of state school students towards learning English as a foreign language. International Journal of Contemporary Educational Studies, 4(1), 41-51.
• Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. DOI: https://doi.org/fd56d9
• Peckham, D., Kalocsai, K., Kovács, E., & Sherman, T. (2012). English and multilingualism, or English only in a multilingual Europe? In P. Studer & I. Werlen (Eds.), Linguistic Diversity in Europe: Current Trends and Discourses (pp. 179-202). De Gruyter Mouton.
• Pilus, Z. (2013). Exploring ESL learners' attitudes towards English accents. World Applied Sciences Journal, 21, 143-152.
• Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
• Şentürk, B. (2019). Attitudes of Turkish EFL students towards learning English. International Journal of Curriculum and Instruction, 11(1), 247-255.
• Shahzadi, A., & Janjua, F. (2016). Pakistani ESL student's attitude towards English language grammar: A case study of University of Education Lahore. Journal of Literature, Languages and Linguistics, 20, 17-23.
• Soleimani, H., & Hanafi, S. (2013). Iranian medical students' attitudes towards English language learning. International Research Journal of Applied and Basic Sciences, 4(11), 3816-3823.
• Sönmez, G., & Akyel, A. S. (2014). Turkish EFL teachers' perceptions of English as a lingua franca. Turkish Online Journal of Qualitative Inquiry, 5(1), 1-12.
• Sönmez, G., & Atay, D. (2009, May 1-3). EFL learners' interaction with native and non-native teachers [Paper presentation]. International Congress of Educational Research, Çanakkale, Turkey. http://www.eab.org.tr/eab/2009/pdf/15.pdf
• Soruç, A. (2015). Non-native Teachers’ attitudes towards English as a Lingua Franca. Hacettepe University Journal of Education, 30(1), 239-251.
• Subtirelu, N. (2013). What (do) learners want (?): A re-examination of the issue of learner preferences regarding the use of 'native' speaker norms in English language teaching. Language Awareness, 22(3), 270-291. DOI: https://doi.org/hf9h
• Sung, C. C. M. (2014). Accent and identity: Exploring the perceptions among bilingual speakers of English as a lingua franca in Hong Kong. International Journal of Bilingual Education and Bilingualism, 17(5), 544-557. DOI: https://doi.org/gf8ntz
• Timmis, I. (2002). Native-speaker norms and International English: a classroom view. ELT Journal, 56(3), 240-249. DOI: https://doi.org/crnwqc
• Ton, N. N. H., & Pham, H. H. (2010). Vietnamese teachers’ and students’ perceptions of Global English. Language Education in Asia, 1(1), 48-61. DOI: https://doi.org/bjz96f
• Umo-Udofia, I., & Andera, A. (2018). English language learners' attitude on competence in English grammar among selected secondary schools in Kajiado County, Kenya. African Research Journal of Education and Social Sciences, 5(2), 59-65.
• Ürkmez, S. (2015, September 20-22). Turkish EFL learner perceptions of native and non-native English language teachers [Paper presentation]. Third 21st CAF Conference, Boston, USA. https://www.21caf.org/uploads/1/3/5/2/13527682/31_urkmez.pdf
• Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: student perceptions in Vietnam and Japan. SAGE Open, 4(2), 1-9. DOI: https://doi.org/gg83zg
• Wang, W. (2015). Teaching English as an international language in China: Investigating university teachers' and students' attitudes towards China English. System, 53, 60-72. DOI: https://doi.org/f7sh6c
• Waniek-Klimczak, E. (2015). Correctness in pronunciation instruction: Teachers' and learners' views. Konin Language Studies, 3(1), 75-88.