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Characteristics of speaker models for Japanese university students

Yıl 2015, Cilt: 1 Sayı: 1, 5 - 23, 15.03.2015
https://doi.org/10.32601/ejal.460576

Öz

In the research area of English as an international language, there are numerous studies about
appropriate language norms and language models, but few investigations of attitudes about people whom
students consider models as speakers of English (henceforth, speaker models). And, most studies of
speaker models dealt with the linguistic characteristics of the speaker models. To extend this research,
the present study investigated students’ attitudes about what characteristics led students to see someone
as a speaker model. Nine Japanese university students participated in semistructured interviews, and
their comments were analyzed. Results show that although the participants were learning English as a
foreign language and their goals for learning English were to achieve native-like competence, they
mainly had Japanese teachers of English in mind as speaker models. Although it is not necessary to have
native-like English in order to be seen as a speaker model, it is necessary for students to observe the
speaker model using English for communicative purposes. These findings suggest that further studies
need to investigate characteristics of speaker models without limiting their scope to accent and grammar,
and need to investigate what other non-linguistic characteristics are important for speaker models. 

Kaynakça

  • Referans1 Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speakingteachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.http://doi.org/vsk
  • Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580-583. http://doi.org/b6xqcx
  • Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non- native speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 195-215). New York, NY: Springer.
  • Braine, G. (1999). From the periphery to the center: One teacher's journey. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 15-27). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Brutt-Griffler, J., & Samimy, K. K. (1999). Revising the colonial in the postcolonial: Critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413-431. http://doi.org/dzbmxz
  • Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755.
  • Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38(3), 257-277. http://doi.org/b5cbt6
  • Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77-86. http://doi.org/dvm77d
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. http://doi.org/brp2vw
  • Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 47-61). New York, NY: Springer.
  • Crystal, D. (2003). English as a global language (2nd ed). Cambridge, UK: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford, UK: Oxford University Press.
  • Golombek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513- 533. http://doi.org/csvfpc
  • Graddol, D. (1999). The decline of the native speaker. AILA Review 13, 57-68.
  • He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspectives of learners and teachers in China. TESOL Quarterly, 44(4), 769-789. http://doi.org/fqsx9j
  • 22 Kenta Yamanouchi / Eurasian Journal of Applied Linguistics 1 (2015) 5–23 Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.
  • Jordan, E. (2010). A Hollywood English pronunciation for Japanese Students? An exploration of Japanese university students’ attitudes towards Japanese English pronunciation. The Journal of Asia TEFL, 7(1), 363-387.
  • Kamhi-Stein, L. D., Aagard, A., Ching, A., Paik, M. A., & Sasser, L. (2004). Teaching in kindergarten through grade 12 programs: Perceptions of native and nonnative English- speaking practitioners. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 81-99). Ann Arbor, MI: The University of Michigan Press.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, UK: Cambridge University Press.
  • Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 217-241). New York, NY: Springer.
  • Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305. http://doi.org/vsk
  • Mahboob, A. (2004). Native or nonnative: What do students enrolled in an intensive English program think? In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 121-147). Ann Arbor, MI: The University of Michigan Press.
  • Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22(4), 483-496. http://doi.org/ffjf5v
  • Ministry of Education, Culture, Sports, Science and Technology. (2008a). Chugakkou gakushuu shidou youryou kaisetsu: Gaikokugo hen [Junior high school curriculum guidelines: Foreign languages]. Tokyo, Japan: Kairyudo Publishing.
  • Ministry of Education, Culture, Sports, Science and Technology (2008b). Koutougakkou gakushuu shidou youryou kaisetsu: Gaikokugo hen eigo hen [High school curriculum guidelines: Foreign languages and English]. Tokyo, Japan: Kairyudo Publishing.
  • Nemtchinova, E. (2005). Host teachers’ evaluations of nonnative-English-speaking teacher trainees: A perspective from the classroom.
  • TESOL Quarterly, 39(2), 235-261. http://doi.org/cnnd77
  • Norton, B., & Tang, C. (1997). The identity of the nonnative ESL teacher: On the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580. http://doi.org/brmxtx
  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2013). Native vs. non-native teachers: Who is the real model for Japanese elementary school pupils? The Journal of Asia TEFL, 10(2), 91-113.
  • Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University Press.
  • Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self- image: An international survey. System, 22(3), 353-367. http://doi.org/fmqjxj
  • Samimy, K. K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of "non-native" students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 127-144). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Bristol, UK: Multilingual Matters.
  • Kenta Yamanouchi / Eurasian Journal of Applied Linguistics 1 (2015) 5–23 23
  • Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233-245. http://doi.org/b2nvm5
  • Sifakis, N. C., & Sougari, A.-M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 39(3), 467- 488. http://doi.org/cpwpsw
  • Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145-153. http://doi.org/d9rhq7
  • Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249. http://doi.org/crnwqc
  • Young, T. J., & Walsh, S. (2010). Which English? Whose English? An investigation of “non- native” teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23(2), 123-137. http://doi.org/cd4fjn
Yıl 2015, Cilt: 1 Sayı: 1, 5 - 23, 15.03.2015
https://doi.org/10.32601/ejal.460576

Öz

Kaynakça

  • Referans1 Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speakingteachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.http://doi.org/vsk
  • Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580-583. http://doi.org/b6xqcx
  • Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non- native speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 195-215). New York, NY: Springer.
  • Braine, G. (1999). From the periphery to the center: One teacher's journey. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 15-27). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Brutt-Griffler, J., & Samimy, K. K. (1999). Revising the colonial in the postcolonial: Critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413-431. http://doi.org/dzbmxz
  • Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755.
  • Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38(3), 257-277. http://doi.org/b5cbt6
  • Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77-86. http://doi.org/dvm77d
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. http://doi.org/brp2vw
  • Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 47-61). New York, NY: Springer.
  • Crystal, D. (2003). English as a global language (2nd ed). Cambridge, UK: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford, UK: Oxford University Press.
  • Golombek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513- 533. http://doi.org/csvfpc
  • Graddol, D. (1999). The decline of the native speaker. AILA Review 13, 57-68.
  • He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspectives of learners and teachers in China. TESOL Quarterly, 44(4), 769-789. http://doi.org/fqsx9j
  • 22 Kenta Yamanouchi / Eurasian Journal of Applied Linguistics 1 (2015) 5–23 Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.
  • Jordan, E. (2010). A Hollywood English pronunciation for Japanese Students? An exploration of Japanese university students’ attitudes towards Japanese English pronunciation. The Journal of Asia TEFL, 7(1), 363-387.
  • Kamhi-Stein, L. D., Aagard, A., Ching, A., Paik, M. A., & Sasser, L. (2004). Teaching in kindergarten through grade 12 programs: Perceptions of native and nonnative English- speaking practitioners. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 81-99). Ann Arbor, MI: The University of Michigan Press.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, UK: Cambridge University Press.
  • Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 217-241). New York, NY: Springer.
  • Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305. http://doi.org/vsk
  • Mahboob, A. (2004). Native or nonnative: What do students enrolled in an intensive English program think? In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 121-147). Ann Arbor, MI: The University of Michigan Press.
  • Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22(4), 483-496. http://doi.org/ffjf5v
  • Ministry of Education, Culture, Sports, Science and Technology. (2008a). Chugakkou gakushuu shidou youryou kaisetsu: Gaikokugo hen [Junior high school curriculum guidelines: Foreign languages]. Tokyo, Japan: Kairyudo Publishing.
  • Ministry of Education, Culture, Sports, Science and Technology (2008b). Koutougakkou gakushuu shidou youryou kaisetsu: Gaikokugo hen eigo hen [High school curriculum guidelines: Foreign languages and English]. Tokyo, Japan: Kairyudo Publishing.
  • Nemtchinova, E. (2005). Host teachers’ evaluations of nonnative-English-speaking teacher trainees: A perspective from the classroom.
  • TESOL Quarterly, 39(2), 235-261. http://doi.org/cnnd77
  • Norton, B., & Tang, C. (1997). The identity of the nonnative ESL teacher: On the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580. http://doi.org/brmxtx
  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2013). Native vs. non-native teachers: Who is the real model for Japanese elementary school pupils? The Journal of Asia TEFL, 10(2), 91-113.
  • Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University Press.
  • Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self- image: An international survey. System, 22(3), 353-367. http://doi.org/fmqjxj
  • Samimy, K. K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of "non-native" students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 127-144). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Bristol, UK: Multilingual Matters.
  • Kenta Yamanouchi / Eurasian Journal of Applied Linguistics 1 (2015) 5–23 23
  • Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233-245. http://doi.org/b2nvm5
  • Sifakis, N. C., & Sougari, A.-M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 39(3), 467- 488. http://doi.org/cpwpsw
  • Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145-153. http://doi.org/d9rhq7
  • Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249. http://doi.org/crnwqc
  • Young, T. J., & Walsh, S. (2010). Which English? Whose English? An investigation of “non- native” teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23(2), 123-137. http://doi.org/cd4fjn
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Kenta Yamanouchi Bu kişi benim

Yayımlanma Tarihi 15 Mart 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Yamanouchi, K. (2015). Characteristics of speaker models for Japanese university students. Eurasian Journal of Applied Linguistics, 1(1), 5-23. https://doi.org/10.32601/ejal.460576

Cited By