Higher Level of English Learning: A Social and Critical Perspective of Chinese EFL Learners’ Language Awareness Yamin Qian Kangxian Zhao Fang Liu

Overview Introduction Literature Review Research Questions Research Methodology Research Findings Discussions References 9/11/2015Qian, Zhao & Liu (2009)2

Introduction: Research Context A univeristy at South China: One of the top three universities in foreign language teaching Syllabus: Four year English courses (N=506) compared with two year courses in other universities (N=230) All-English campus culture Extracurriculum activities:Pronunciation contest, Debate contest, Drama contest, and etc. 9/11/2015Qian, Zhao & Liu (2009)3

Introduction: Research Participants Second year Bachelor of Education students (N=60) Multilingual background: L1: Cantonese or Haka L2: Mandarine as the second language L3: English Reading course: Sixteen weeks (N=24 hours) Reading comprehension (12 hours) Reading skills (12 hours) 9/11/2015Qian, Zhao & Liu (2009)4

9/11/2015Qian, Zhao & Liu (2009)5 Literature Review o English as a Second Language (ESL)/EFL learners hold different attitudes toward varieties of English. o Beliefs about NES and NES teachers

Researching Questions 1.What kind of English do you prefer: US or UK English? Why? 2. Do you think native speakers of English will be better than non-native speakers of English in English teaching? Why? 3. Do you want to speak English all day? Why? 4. When you forget a Chinese word, but you do remember how to say it in English, how do you feel? Why? 9/11/2015Qian, Zhao & Liu (2009)6

Research Methodology This presentation is drawn on a broader research Qualitative research: 3 reflective journals with both open-ended and close-ended questions. Mixed code analysis Wordings. Participation in and answers to this research are not subsumed as a part of evaluation plan for the course. 9/11/2015Qian, Zhao & Liu (2009)7

What kind of English do you prefer: US or UK English? 9/11/2015Qian, Zhao & Liu (2009)8

Why UK English? Why US English? 21 participants related their preference to their understandings in theLinguistic domain UK English had stronger accent and was more standard. For these students, UK English speakers speak “slower.” US English was “quicker,” “comprehensive,” “high pitch,” and “simple pronunciation.” Contradictory comments were found at both categories. 9/11/2015Qian, Zhao & Liu (2009)9

Do you think native speakers of English will be better than non-native speakers of English in English teaching? Native speakers are better (N=21) Non-native speakers are better (N=14) Both NS and NNS can be good (N=8) No answer (N=1) 9/11/2015Qian, Zhao & Liu (2009)10

Why NES? NES teachers have better knowledge of English culture and better pronunciation. NES teachers’ lack of understandings of learners’ culture and language became a contradictory disposition. NES teachers were believed to be better at teaching listening and speaking. More participants preferred NES (Quantitative data), more participants preferred NNES (Qualitative data) 9/11/2015Qian, Zhao & Liu (2009)11

9/11/2015Qian, Zhao & Liu (2009)12 Why NNES? NNES teachers understood students’ needs and shared the history of learning. NNES teachers were better teachers at subjects such as grammar and pronunciation

Do you want to speak English all day? 9/11/2015Qian, Zhao & Liu (2009)13

When you forget a Chinese word, but you do remember how to say it in English, how do you feel and what will you do? 9/11/2015Qian, Zhao & Liu (2009)14

Research Findings Pure linguistic perspective, namely, improved language proficiency or limited language proficiency, Mother language and foreign language. Participants’ perception of ideal application of a certain language Participants’ understanding of language use in a social context 9/11/2015Qian, Zhao & Liu (2009)15

Discussions Accents and its related social identities of speakers NS and NNS as English teachers "English Only"= A better life 9/11/2015Qian, Zhao & Liu (2009)16

References Ahmed, F. (2004). ESL/EFL students’ attitude to native and nonnative speaker teachers of English in two university settings. Unpublished master’s thesis, York University, Toronto, Ontario, Canada. Barratt, L., & Kontra, E. (2000). Native-English-Speaking teachers in cultures other than their own. TESOL Journal, 9(3), Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching, Oxford, UK: Oxford University Press. Donmall, B. G. (1985). Language awareness: NCLE reports and papers 6. CILT. Fairclough, N. (1999). Global Capitalism and Critical Awareness of Language. Language Awareness, 8(2), 71–83. James, C. & Garrett, P. (1991). The scope of Language Awareness. In C. James, & P. Garrett, (Eds.). Language awareness in the classroom ( pp. 3-20). London, UK: Longman. Ladegaard, H. J. (1998). National stereotypes and language attitudes: The perception of British, American and Australian language and culture in Denmark. Language and Communication, 18, Llurda, E., & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary teachers. Language Awareness, 12(3&4), Marr, T. (2005). Language and the capital: A case study of English ‘language shock’ among Chinese students in London. Language Awareness, 14(4), /11/2015Qian, Zhao & Liu (2009)17

References Moussu, L. (2006) Native and Nonnative English speaking English as a Second Language Teachers: Student Attitudes, Teacher Self Perceptions, and Intensive English Program Administrator Beliefs and Practices. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN. Norton Peirce, B. (1995) Social identity, investment, and language learning. TESOL Quarterly, 29(1), Pennycook, A (2001), Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum. Philipson, R. (1998). Globalizing English: Are linguistic human rights an alternative to linguistic imperialism? Language Science, 20(1), Pousada, A. (2006). Language awareness: A history and implementations. (Review of the book Language awareness: A history and implementations). Journal of Linguistic Anthropology, 16(2), Svalberg, A. M-L. (2007) Language awareness and language learning. Language Teaching, 40(4), Swain, M. (2008). Introduction to Leo van Lier. The Modern Language Journal, 92( i), van Lier, L. (1995). Introducing language Awareness. London, UK: Penguin Group. Wallace, C. (1992). Critical literacy awareness in the EFL classroom. In N. Fairclough (Ed.), Critical language awareness. London, UK: Longman. 9/11/2015Qian, Zhao & Liu (2009)18

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