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World Englishes: Korean EFL Teachers’ Attitudes and their Perceptions of Distinctive Grammatical Features
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 김현옥 | - |
| dc.contributor.author | 서정순 | - |
| dc.date.accessioned | 2019-10-21T07:17:47Z | - |
| dc.date.available | 2019-10-21T07:17:47Z | - |
| dc.date.issued | 2011-02 | - |
| dc.identifier.other | 11367 | - |
| dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/17899 | - |
| dc.description | 학위논문(석사)--아주대학교 교육대학원 :영어교육,2011. 2 | - |
| dc.description.tableofcontents | I. INTRODUCTION 1 1.1. The Need for the Study 1 1.2. The Purpose of the Study 4 1.3. Research Questions 4 II. LITERATURE REVIEW 6 2.1. The Plural Term World Englishes 6 2.2. Classification of World Englishes 7 2.2.1. Strevens World Map of English 7 2.2.2. Kachrus Three-circle Model of World Englishes 8 2.2.3. McArthur and Gorlachs Circle Models of English 10 2.2.4. Modianos Centripetal Circles of International English 12 2.3. Grammatical Features of World Englishes 15 2.3.1. Singaporean English 15 2.3.2. Indian English 16 2.3.3. Philippine English 18 2.3.4. Malaysian English 19 2.3.5. Korean English 20 2.3.6. Commonality of Asian English from Outer Circle 22 2.4. Issues in World Englishes 23 2.4.1. Attitudes toward World Englishes 24 2.4.2. World Englishes and Intelligibility 27 2.4.3. Teaching World Englishes 30 III. RESEARCH METHODOGY 33 3.1 Participants 33 3.2 Instrumentation 36 3.3 Procedure 39 3.4 Data Analysis 40 IV. RESULTS AND DISCUSSION 41 4.1. General Perceptions of ELT 41 4.2. Attitude toward World Englishes 46 4.2.1. Familiarity with World Englishes 46 4.2.2. What is Standard English 49 4.2.3. Teaching and Learning Non-Standard English 53 4.2.4. Different Linguistic Usage in World Englishes 57 4.2.5. The Importance of Awareness of World Englishes 60 4.2.6. Best Time for Learning about World Englishes 64 4.3. Perceptions of Distinctive Grammatical Features of the Outer Circle English 67 4.3.1. Participants Backgrounds and Perceptions of the Features 70 4.3.2. Attitudes toward World Englishes and Perceptions of the Features 71 V. CONCLUSION 77 5.1. Conclusions and Implications 77 5.2. Limitations and Suggestions for Further Research 80 REFERENCE 82 APPENDIX: SURVEY QUESTIONNAIRE 87 | - |
| dc.language.iso | eng | - |
| dc.publisher | The Graduate School, Ajou University | - |
| dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
| dc.title | World Englishes: Korean EFL Teachers’ Attitudes and their Perceptions of Distinctive Grammatical Features | - |
| dc.title.alternative | World Englishes: Korean EFL Teachers’ Attitudes and their Perceptions of Distinctive Grammatical Features | - |
| dc.type | Thesis | - |
| dc.contributor.affiliation | 아주대학교 교육대학원 | - |
| dc.contributor.alternativeName | Sir Jeongsoon | - |
| dc.contributor.department | 교육대학원 영어교육 | - |
| dc.date.awarded | 2011. 2 | - |
| dc.description.degree | Master | - |
| dc.identifier.localId | 569372 | - |
| dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000011367 | - |
| dc.subject.keyword | World Englishes | - |
| dc.description.alternativeAbstract | The present study aims to find out how English teachers perceive World Englishes and the implications in Korean ELT, addressing four research questions: 1) what attitudes do Korean secondary school English teachers have toward World Englishes? 2) do their backgrounds affect their attitudes toward World Englishes? 3) what are their perceptions of different grammatical features of World Englishes in terms of understanding in intercultural communication? and 4) how their attitudes affect their perceptions? A survey questionnaire was completed by participants of 110 secondary English teachers in Korea: 68 in-service and 42 pre-service teachers. Results of the study indicate that 1) the secondary school English teachers have rather positive attitudes toward World Englishes, 2) the teachers’ familiarity positively affect their attitudes toward different varieties of English, 3) the teachers’ perceptions of different grammatical features of World Englishes are somewhat positive, and 4) the teachers’ attitudes toward non-Standard English seem to be somewhat concerned with their perceptions of the different grammatical features. The teachers’ positive attitudes toward and perceptions of World Englishes suggest that non-Standard English can be accepted in international communication without causing much difficulty of understanding and also NNS English teachers may no longer be considered as inferior to NS English teachers. The findings also indicate that Korean ELT professionals should give their students opportunities to become familiar with World Englishes, so that they can prepare to be a successful intercultural speaker who is well aware of the differences among the varieties and who respects the differences. | - |
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- Special Graduate Schools > Graduate School of Education > English Education > 3. Theses(Master)
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