Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.
Title of the paper (Capitalize only the first letter of the title and
proper nouns)
This study investigated World Englishes
from the perspectives of non-native pre-service teachers in Turkey. More
specifically, the study explored how EFL pre-service teachers evaluated
speakers from different countries of origin, representing the different circle
in Kachru’s (1985) model, either positively or negatively. To elicit their
perceptions of the speakers’ English accents, we asked them to listen to
audio-recordings of six different speakers representing Kachru’s Three Circles
of English, reading the same passage, and then to discuss which variety they
were familiar with and which one they would prefer. Pre-service teachers’
orientations towards speakers from different varieties emerged under the
following themes: (i) native speakerism, (ii) intelligibility, (iii) reference
to own experience, (iv) potential ownership and (v) potential professional
awareness. The findings suggest that, although they were starting to develop
professional awareness regarding different varieties of English, to broaden
their experience of varieties, and even to develop a potential ownership, they
still revealed a tendency to conform to the native-speaker norms and to rate
speaker intelligibility according to these norms. We argue that revisiting
language teacher education programmes to address the current sociolinguistic
reality of English is a must.
Ahn, H. (2014). Teachers’ attitudes towards Korean English in South Korea. World Englishes, 33,
195-222.
Ahn, H. (2015). Awareness of and attitudes to Asian Englishes: A study of English teachers in South
Korea. Asian Englishes, 17, 132-151.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56, 57-
64.
Ates, B., Eslami, Z.E., & Wright, K. L. (2015). Incorporating world Englishes into undergraduate ESL
education courses. World Englishes, 34, 485-501.
Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis.
Cambridge: Cambridge University Press.
Baumgardner, R. J. (2009). Teaching World Englishes. In B. Kachru, Y. Kachru, & C. Nelson, The
handbook of World Englishes (pp. 661-679). Oxford: Blackwell.
Bokhorst-Heng, W. D., Alsagoff, L., McKay, S., & Rubdy, R. (2007). English language ownership
among Singaporean Malays: Going beyond the NS/NNS dichotomy. World Englishes, 26, 424-
445.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3, 77-101.
Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World
Englishes, 14, 77-86.
Dogancay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24, 253-265.
Dooly, M. (2005). How are they? Research into teachers’ attitudes about linguistic diversity.
Language Awareness, 14, 97-111.
Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native
speech. Language Learning, 34, 65-89.
Graddol, D. (1997). The future of English. London: British Council.
Grosjean, F (1992). Another view of bilingualism. In R. J. Harris (Ed.), Cognitive processing in
bilinguals (pp. 51-62). Amsterdam: Elsevier Science.
Holliday, A. (2006). Native-speakerism. ELT Journal, 6, 385-387.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the
Outer Circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching and learning
the language and literatures (pp. 11-36). Cambridge: Cambridge University Press.
Kachru, B. B. (1997). World Englishes in 2000: Resources for research and teaching. In L. Smith &
M. L. Forman (Eds.), World Englishes 2000 (pp. 209-251). Honolulu: University of Hawai’i &
East-West Center.
Kawanami, S. & Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and
senior high school students, Second Language Studies, 27, 1-69.
Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23,
663-684.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English
language teaching. Cambridge: Cambridge University Press.
Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL
Quarterly, 39, 369-377.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.
Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL
textbooks. JALT Journal, 24, 80-98.
Matsuda, A. (2003a). The ownership of English in Japanese secondary schools. World Englishes, 22,
483-496.
Matsuda, A. (2003b). Incorporating World Englishes in teaching English as an international language.
TESOL Quarterly, 37, 719-729.
Matsuda, A. (2008). Foreword. In S. Dogancay-Aktuna & J. Hardman (Ed.), Global English language
teaching and teacher education (pp. v-vii). Alexandria, VA: TESOL.
Matsuda, A. (2009). Desirable but not necessary? The place of World Englishes and English as an
international language in English teacher preparation programs in Japan. In F. Sharifian (Ed.),
English as an international language: Perspectives and pedagogical issues (pp. 169-189).
Clevedon, UK: Multilingual Matters.
Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context. System, 35,
293-304.
Matsuura, H., Chiba, R., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World
Englishes, 14, 77-86.
Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language
teachers perceive ELF: A qualitative study. English as an International Language Journal, 5, 137-
146.
Saraceni, M. (2010). The relocation of English. London: Palgrave Macmillan.
Scales, J., Wennerstrom, A., Richard, D., & HuiWu, S. (2006). Language learners’ perceptions of
accent. TESOL Quarterly, 40, 715-737.
Scovel, T. (2000). A critical review of the critical period research. Annual Review of Applied
Linguistics, 20, 213-223.
Seargeant, P. (2012). Exploring World Englishes: Language in a global context. London: Routledge.
Selvi, F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30, 182-
199.
Sifakis, N. C., & Sougari, A. M. (2003). Facing the globalisation challenge in the realm of English
language teaching. Language and Education, 17, 59-71.
Singh, M., & Han, J. (2010). Teacher education for World English speaking pre-service teachers:
Making transnational knowledge exchange for mutual learning. Teaching and Teacher Education,
26, 1300-1308.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377-389.
Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
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, 123-137
Ahn, H. (2014). Teachers’ attitudes towards Korean English in South Korea. World Englishes, 33,
195-222.
Ahn, H. (2015). Awareness of and attitudes to Asian Englishes: A study of English teachers in South
Korea. Asian Englishes, 17, 132-151.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56, 57-
64.
Ates, B., Eslami, Z.E., & Wright, K. L. (2015). Incorporating world Englishes into undergraduate ESL
education courses. World Englishes, 34, 485-501.
Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis.
Cambridge: Cambridge University Press.
Baumgardner, R. J. (2009). Teaching World Englishes. In B. Kachru, Y. Kachru, & C. Nelson, The
handbook of World Englishes (pp. 661-679). Oxford: Blackwell.
Bokhorst-Heng, W. D., Alsagoff, L., McKay, S., & Rubdy, R. (2007). English language ownership
among Singaporean Malays: Going beyond the NS/NNS dichotomy. World Englishes, 26, 424-
445.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3, 77-101.
Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World
Englishes, 14, 77-86.
Dogancay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24, 253-265.
Dooly, M. (2005). How are they? Research into teachers’ attitudes about linguistic diversity.
Language Awareness, 14, 97-111.
Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native
speech. Language Learning, 34, 65-89.
Graddol, D. (1997). The future of English. London: British Council.
Grosjean, F (1992). Another view of bilingualism. In R. J. Harris (Ed.), Cognitive processing in
bilinguals (pp. 51-62). Amsterdam: Elsevier Science.
Holliday, A. (2006). Native-speakerism. ELT Journal, 6, 385-387.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the
Outer Circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching and learning
the language and literatures (pp. 11-36). Cambridge: Cambridge University Press.
Kachru, B. B. (1997). World Englishes in 2000: Resources for research and teaching. In L. Smith &
M. L. Forman (Eds.), World Englishes 2000 (pp. 209-251). Honolulu: University of Hawai’i &
East-West Center.
Kawanami, S. & Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and
senior high school students, Second Language Studies, 27, 1-69.
Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23,
663-684.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English
language teaching. Cambridge: Cambridge University Press.
Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL
Quarterly, 39, 369-377.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.
Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL
textbooks. JALT Journal, 24, 80-98.
Matsuda, A. (2003a). The ownership of English in Japanese secondary schools. World Englishes, 22,
483-496.
Matsuda, A. (2003b). Incorporating World Englishes in teaching English as an international language.
TESOL Quarterly, 37, 719-729.
Matsuda, A. (2008). Foreword. In S. Dogancay-Aktuna & J. Hardman (Ed.), Global English language
teaching and teacher education (pp. v-vii). Alexandria, VA: TESOL.
Matsuda, A. (2009). Desirable but not necessary? The place of World Englishes and English as an
international language in English teacher preparation programs in Japan. In F. Sharifian (Ed.),
English as an international language: Perspectives and pedagogical issues (pp. 169-189).
Clevedon, UK: Multilingual Matters.
Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context. System, 35,
293-304.
Matsuura, H., Chiba, R., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World
Englishes, 14, 77-86.
Öztürk, H., Çeçen, S., & Altınmakas, D. (2009). How do non-native pre-service English language
teachers perceive ELF: A qualitative study. English as an International Language Journal, 5, 137-
146.
Saraceni, M. (2010). The relocation of English. London: Palgrave Macmillan.
Scales, J., Wennerstrom, A., Richard, D., & HuiWu, S. (2006). Language learners’ perceptions of
accent. TESOL Quarterly, 40, 715-737.
Scovel, T. (2000). A critical review of the critical period research. Annual Review of Applied
Linguistics, 20, 213-223.
Seargeant, P. (2012). Exploring World Englishes: Language in a global context. London: Routledge.
Selvi, F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30, 182-
199.
Sifakis, N. C., & Sougari, A. M. (2003). Facing the globalisation challenge in the realm of English
language teaching. Language and Education, 17, 59-71.
Singh, M., & Han, J. (2010). Teacher education for World English speaking pre-service teachers:
Making transnational knowledge exchange for mutual learning. Teaching and Teacher Education,
26, 1300-1308.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377-389.
Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
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, 123-137
Çeçen, S., & Serdar Tülüce, H. (2019). An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies, 15(1), 123-139. https://doi.org/10.17263/jlls.547664
AMA
Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. Mart 2019;15(1):123-139. doi:10.17263/jlls.547664
Chicago
Çeçen, Sevdeğer, ve Hande Serdar Tülüce. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies 15, sy. 1 (Mart 2019): 123-39. https://doi.org/10.17263/jlls.547664.
EndNote
Çeçen S, Serdar Tülüce H (01 Mart 2019) An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies 15 1 123–139.
IEEE
S. Çeçen ve H. Serdar Tülüce, “An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English”, Journal of Language and Linguistic Studies, c. 15, sy. 1, ss. 123–139, 2019, doi: 10.17263/jlls.547664.
ISNAD
Çeçen, Sevdeğer - Serdar Tülüce, Hande. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies 15/1 (Mart 2019), 123-139. https://doi.org/10.17263/jlls.547664.
JAMA
Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. 2019;15:123–139.
MLA
Çeçen, Sevdeğer ve Hande Serdar Tülüce. “An Investigation of Pre-Service EFL teachers’ Attitudes towards Speakers from Three Circles of English”. Journal of Language and Linguistic Studies, c. 15, sy. 1, 2019, ss. 123-39, doi:10.17263/jlls.547664.
Vancouver
Çeçen S, Serdar Tülüce H. An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies. 2019;15(1):123-39.