Is English Perceived as an International Language in EFL Contexts? A Study of the Perception of English in a Catalan Secondary School
EFL teaching approaches and SLA research has traditionally focused on the native speaker model. However, this notion has been questioned in language teaching recently, as English has taken the role of an International Language (EIL) used to communicate and interact with both native and non-native sp...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:249552 |
| Acceso en línea: | https://ddd.uab.cat/record/249552 |
| Access Level: | acceso abierto |
| Palabra clave: | International Language EIL (non)native speaker model EFL contexts Perception of the language Imagined identities Degree of legitimacy Llengua Internacional Model de parlant (no) nadiu Contextos EFL Percepció de la llengua Identitats imaginades Grau de legitimitat |
| Sumario: | EFL teaching approaches and SLA research has traditionally focused on the native speaker model. However, this notion has been questioned in language teaching recently, as English has taken the role of an International Language (EIL) used to communicate and interact with both native and non-native speakers of the language. Therefore, this dissertation aims at exploring the role of English in EFL contexts in a Catalan secondary school, and whether implementing an activity addressing the role of English as an IL affects students' acquisition and perception of the language, as well as investigating in which ways this may affect learners' imagined identities and their contribution in EFL contexts. The study begins with an introduction to globalisation and the international role of English, which establishes the basis for the theoretical framework. And it concludes with a mixed analysis based on the implications of promoting English as an IL in L2 teaching. The findings suggest that promoting EIL in classroom impacts students' perception and degree of legitimacy as regards to the use of English. |
|---|