| Luận văn tiếng Anh: | Native and Non-Native approaches to teaching English as a Global Lingua Franca as perceived by teachers and students at the Faculty of English Language Teacher Education, ULIS - VNU = Quan điểm của giáo viên và sinh viên khoa Sư Phạm Tiếng Anh, ĐHNN – ĐHQGHN về định hướng bản ngữ và phi bản ngữ trong giảng dạy Tiếng Anh như một ngôn ngữ trung gian toàn cầu. M.A Thesis Linguistics: 60 14 10 |
| Nhà xuất bản: | University of Languages and International Studies |
| Ngày: | 2012 |
| Chủ đề: | Phương pháp giảng dạy Tiếng Anh Bản ngữ Phi bản ngữ |
| Miêu tả: | 93 p. + CD-ROM M.A. Thesis. English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012 The world’s current movement towards teaching and learning English as a default medium of international contacts has led to some revolutionary changes, first and foremost, in perceptions of the native model. Many recommendations have been made to move beyond the native speaker norms, and this trend is supported by not only native but also nonnative English-speaking researchers and educators all around the world. The conservative loyalty to the native speaker model, however, still survives, especially in outer and expanding circle countries, including Vietnam. With an attempt to contribute a classroom perspective to the issue, the researcher conducted a survey on 100 students and 25 teachers at the Faculty of English Language Teacher Education (ULIS – VNU) combined with focus group interviews so as to investigate their perceptions of native and non-native approaches to ELT. The findings show such divided opinions. At one extreme, a minority of FELTE teachers and learners hold a strong belief that the native model should be the benchmark of perfection. At the other end of the spectrum, a much larger number of respondents express flexible and tolerant attitudes towards the adoption of new varieties of English, especially in pronunciation and culture dimensions. Despite some encouraging results, a lingering aspiration to the achievement of native-like competence can be sensed via the students’ majority preference of native English-speaking teachers and Vietnamese teachers’ self-doubt and feelings of inferiority. This study’s results hopefully can develop a glimpse of Vietnamese current language education so that some measured pedagogical developments can be achieved Electronic Resources |
| Kiểu: | text |
| Định dạng: | text/pdf |
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