Author :
Abstract
Keywords
Abstract
As English is used as a lingua franca (ELF), English teachers’ awareness of ELF-related issues has increasingly attracted the attention of researchers in applied linguistics. However, previous studies have revealed some contradictory findings regarding pre-service English teachers’ ELF-related perspectives. Therefore, this study aimed to explore the prospective English teachers’ awareness about four different but related issues: accents, the definition of errors, the choice of coursebook, and the native English-speaking teacher versus non-native English-speaking teacher dichotomy. To this end, we adopted a qualitative research method and collected data from 43 pre-service English teachers through a written open-ended questionnaire in the setting of Türkiye. Then we analyzed the data through the content analysis. The findings revealed that most of the participants tended to use listening materials in the American and British accents and disregarded the non-native accents. Moreover, our study showed that the majority of the participants were in favor of a communication-oriented error view, while many of them lacked ELF awareness in their choice of the coursebooks for teaching English. Finally, this research confirmed that the pre-service English teachers were aware of the advantages of having a non-native English-speaking teacher, but their choice was sometimes contingent on language focus. In consideration of these findings, some implications were offered to raise ELF awareness of the pre-service English teachers.
