English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners

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Accepted Manuscript (AM)
Author(s)
Si, Jinghui
Griffith University Author(s)
Year published
2018
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This article aims to explore whether well-attested findings of World Englishes (WE) and English as a lingua franca (ELF) research have been included in Chinese English language teaching (ELT) materials and how Chinese English learners perceive English as a native language (ENL), WE and ELF-informed materials. The study was carried in the Chinese Business English Program. Results from questionnaires and interviews suggest that: there is no significant move to include linguistic and cultural diversity; ENL-informed materials are perceived as essential while WE-informed materials are perceived as necessary only at the advanced ...
View more >This article aims to explore whether well-attested findings of World Englishes (WE) and English as a lingua franca (ELF) research have been included in Chinese English language teaching (ELT) materials and how Chinese English learners perceive English as a native language (ENL), WE and ELF-informed materials. The study was carried in the Chinese Business English Program. Results from questionnaires and interviews suggest that: there is no significant move to include linguistic and cultural diversity; ENL-informed materials are perceived as essential while WE-informed materials are perceived as necessary only at the advanced level; the current materials include inauthentic ELF scenarios, which might provide misleading information to English learners; and native cultures, non-native cultures and learners’shome culture are recommended to be included in ELT materials. In the light of these findings, suggestions for the design and use of ELT materials in the Chinese context are offered.
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View more >This article aims to explore whether well-attested findings of World Englishes (WE) and English as a lingua franca (ELF) research have been included in Chinese English language teaching (ELT) materials and how Chinese English learners perceive English as a native language (ENL), WE and ELF-informed materials. The study was carried in the Chinese Business English Program. Results from questionnaires and interviews suggest that: there is no significant move to include linguistic and cultural diversity; ENL-informed materials are perceived as essential while WE-informed materials are perceived as necessary only at the advanced level; the current materials include inauthentic ELF scenarios, which might provide misleading information to English learners; and native cultures, non-native cultures and learners’shome culture are recommended to be included in ELT materials. In the light of these findings, suggestions for the design and use of ELT materials in the Chinese context are offered.
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Journal Title
Asian Englishes
Copyright Statement
© 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Australian Journal of Forensic Sciences on 16 Nov 2018, available online: https://doi.org/10.1080/13488678.2018.1544700
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
English as a Second Language