İngilizceyi Yabancı Dil Olarak Öğreten Öğretmenlerin Ortak İletişim Dili Olan İngilizceye Karşı Tutumları

İngilizceyi yabancı dil olarak konuşan insan sayısı özellikle son yıllarda arttığı için, İngilizce artık diğer milletlerin konuştuğu bir dünya dili haline gelmiştir. Bu durum ise yabancı milletlerin konuştuğu İngilizcenin (ELF) ana dili İngilizce olan milletlerin konuştuğu dilden (ENL) farklılıklar göstermesine yol açmaktadır ve bunun sonucunda akademi dünyasında tartışmalar başlamıştır. Ancak bu tartışmalar daha çok İngilizceyi ana dil olarak konuşan dil bilimciler veya uygulamalı dilbilimciler tarafından yapılmakta; İngilizceyi yabancı dil olarak konuşanlar, özellikle de öğreten İngilizce öğretmenleri bu tartışmalara dâhil edilmemektedir. Bu nedenle bu çalışmanın amacı İngilizcenin genişlediği ülkelerde İngilizceyi yabancı dil olarak öğrenen/öğreten insanların uygulamalarını ve duygularını araştırmaktır. Araştırmadaki veriler İngilizceyi yabancı dil olarak öğreten beş ülkedeki 45 İngilizce öğretmeninin özel olarak geliştirilen bir anketi uygulamasıyla toplanmıştır. Bu öğretmenlerin 10 tanesi ile daha sonra ayrıca bir mülakat gerçekleştirilmiştir. Araştırma sonuçlarına göre, katılımcılar İngilizceyi ana dili olarak konuşmayı yabancı dil olarak konuşmaya tercih ettiklerini belirtmişlerdir. Makalenin sonunda bu durum ile ilgili bir dizi öneriler de verilmektedir.

Non-native Teachers' Attitudes towards English as a Lingua Franca

As the number of speakers from a wide variety of contexts has increased exponentially in recent years, English has come to be used as a lingua franca (ELF), a common language used to communicate by speakers who do not share a common first language. This has led to ELF developing a number of characteristics which distinguish it from ENL (English as a Native Language), and a lively debate has developed regarding the relative merits of ELF versus ENL. The goal of the current research was to begin to explore the practices and perceptions of non-native speakers of English from expanding circle contexts to provide information which might be used to inform policies and practices regarding the teaching and learning of English. Data came from a questionnaire administered to 45 nonnative English speaking teachers from five expanding circle countries, of whom 10 were later interviewed. The results suggested a strong preference for ENL norms. Implications of this finding are discussed, and suggestions made for ongoing research.

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