Future English Teachers' Attitudes towards EIL Pronunciation.

Abdullah Coşkun

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Learning and Teaching

Abstract

English has become the world's international language, used for international communication mostly among non-native speakers of other languages and 80 percent of all the English teachers around the world are nonnative Englishspeaking (NNES) teachers (Canagarajah, 1999). Therefore, there is a growing need to investigate the EIL (English as an International Language) movement from non-native pre-service or in-service teachers' point of view. This study examined future English teachers' attitudes towards teaching pronunciation within an EIL perspective. Questionnaires and semi-structured interviews with senior students revealed that native-speaker English is regarded as the correct model in English language teaching (ELT). The implications of the findings on the propagation of native speaker norms as the teaching model and the status of ELF and its reflections on ELT in Turkey are discussed.

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References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 20163. English as a Global Language 2020Teaching and Assessing Intercultural Communicative Competence 1995Context and Culture in Language Teaching 2001The Phonology of English as an International Language 1999Resisting Linguistic Imperialism in English Teaching 1994The Ownership of English 2005English as a lingua franca

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2016The impact of teaching Lingua Franca Core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation 2020Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language 2016An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation 2020English in MENA: A contemporary research bibliography

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