KaydedilenlerDerginizi ekleyin

Dergiler / Eurasian Journal of Applied Linguistics / 2015 / Cilt: 1 - Sayı: 1

Characteristics of speaker models for Japanese university students

Kenta YAMANOUCHİ
Sayfa
5–23
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

These findings suggest that further studies need to investigate characteristics of speaker models without limiting their scope to accent and grammar, and need to investigate what other non-linguistic characteristics are important for speaker models.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In the research area of English as an international language, there are numerous studies about appropriate language norms and language models, but few investigations of attitudes about people whom students consider models as speakers of English (henceforth, speaker models).
📊
Temel Bulgular & Veri:And, most studies of speaker models dealt with the linguistic characteristics of the speaker models.
💡
Sonuç & Katkı:These findings suggest that further studies need to investigate characteristics of speaker models without limiting their scope to accent and grammar, and need to investigate what other non-linguistic characteristics are important for speaker models.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

In the research area of English as an international language, there are numerous studies about appropriate language norms and language models, but few investigations of attitudes about people whom students consider models as speakers of English (henceforth, speaker models). And, most studies of speaker models dealt with the linguistic characteristics of the speaker models. To extend this research, the present study investigated students’ attitudes about what characteristics led students to see someone as a speaker model. Nine Japanese university students participated in semistructured interviews, and their comments were analyzed. Results show that although the participants were learning English as a foreign language and their goals for learning English were to achieve native-like competence, they mainly had Japanese teachers of English in mind as speaker models. Although it is not necessary to have native-like English in order to be seen as a speaker model, it is necessary for students to observe the speaker model using English for communicative purposes. These findings suggest that further studies need to investigate characteristics of speaker models without limiting their scope to accent and grammar, and need to investigate what other non-linguistic characteristics are important for speaker models.

🔖

Bu Makaleye Atıf Yap

YAMANOUCHİ, K. (2022). Characteristics of speaker models for Japanese university students. Eurasian Journal of Applied Linguistics, Cilt: 1 - Sayı: 1, 5–23. https://ajindex.com/articles/507090

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (15)

  1. Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580-583. http://doi.org/b6xqcx
  2. Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and nonnative speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 195-215).
  3. New York, NY: Springer. Braine, G. (1999). From the periphery to the center: One teacher's journey. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 15-27).
  4. Mahwah, NJ: Lawrence Erlbaum Associates. Brutt-Griffler, J., & Samimy, K. K. (1999). Revising the colonial in the postcolonial: Critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413-431. http://doi.org/dzbmxz
  5. Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755.
  6. Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92).
  7. Mahwah, NJ: Lawrence Erlbaum Associates. Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38(3), 257-277. http://doi.org/b5cbt6
  8. Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77-86. http://doi.org/dvm77d
  9. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. http://doi.org/brp2vw
  10. Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 47-61).
  11. New York, NY: Springer. Crystal, D. (2003). English as a global language (2nd ed). Cambridge, UK: Cambridge University Press.
  12. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford, UK: Oxford University Press.
  13. Golombek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513- 533. http://doi.org/csvfpc
  14. Graddol, D. (1999). The decline of the native speaker. AILA Review 13, 57-68.
  15. He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspectives of learners and teachers in China.