The Perception of EFL Pre-Service Teachers Towards World Englishes


Tanış A., İnal D.

English Language Teaching in the 21st Century: Changing Identities, Agencies, and Mindsets, Dilek Uygun,Aslı Yılmaz Ercan,Işıl Ruacan Silahtaroğlu, Editör, Marmara Üniversitesi Yayınevi, İstanbul, ss.85-103, 2020

  • Yayın Türü: Kitapta Bölüm / Mesleki Kitap
  • Basım Tarihi: 2020
  • Yayınevi: Marmara Üniversitesi Yayınevi
  • Basıldığı Şehir: İstanbul
  • Sayfa Sayıları: ss.85-103
  • Editörler: Dilek Uygun,Aslı Yılmaz Ercan,Işıl Ruacan Silahtaroğlu, Editör

Özet

World Englishes (WE) refers to varieties of English that emerge across the world, drawing attention to the pluricentric and multicultural nature of English at present. Studies focusing on WE highlight sociolinguistic realities that challenge established ideas, such as native – speakerism and Standard English ideology, and offer new directions and conceptualizations in relation to English pedagogy, including English language teacher education. Drawing from current WE-related discussions in the field of English language teaching, this study aimed to investigate perceptions of pre-service teachers towards WE and to this end it examined the perceptions of 110 Turkish EFL pre-service teachers enrolled at private and state universities. Quantitative data collected through the WE Perception Questionnaire were analyzed by means of Descriptive Statistics and Independent Samples T-test. The statistical results indicated that pre-service teachers enrolled at both private and state universities had positive perceptions towards WE and there was not a statistically significant difference between them in relation to their prior training on WE, overall perceptions towards the ownership of English, the concept of WE, and native and non-native speakers of English teaching them English. The results also revealed that pre-service teachers felt the necessity of instruction on WE during their pre – service teacher education and they were highly willing to participate in training regarding WE. In this context, the results of the study can contribute to curriculum developers, instructors and teacher educators.