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English language teacher education in the Czech Republic: Attitudes to ELF

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F18%3A00103323" target="_blank" >RIV/00216224:14410/18:00103323 - isvavai.cz</a>

  • Výsledek na webu

    <a href="http://dx.doi.org/10.1515/9781501503115-006" target="_blank" >http://dx.doi.org/10.1515/9781501503115-006</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1515/9781501503115-006" target="_blank" >10.1515/9781501503115-006</a>

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    English language teacher education in the Czech Republic: Attitudes to ELF

  • Popis výsledku v původním jazyce

    This text investigates how teacher educators and students involved in the Teaching of English for Primary and Lower Secondary Schools programme at Masaryk University in the Czech Republic view the issue of (in)appropriateness of native-speaker standard English norms in ELT. It also addresses the question of whether intelligibility rather than conformity to ‘standard English’ might be established as a primary criterion (Flowerdew 2008, Jenkins 2011) for assessing the acceptability of written English in diploma theses. The analysis of questionnaire data suggests that while university teachers mostly direct students towards attaining native-speaker competence, both Czech and international students tend to prioritize comprehensibility and show an awareness of the lingua franca status of English in Europe. In written academic texts, however, and especially in diploma theses marked by a clear gatekeeping function, both students and teachers expect adherence to native-speaker norms. The results of the survey are compared to the findings of a corpus-based analysis of formulaicity in students’ diploma theses aimed at finding to what extent the students use academic formulas typical of expert academic discourse (Simpson-Vlach and Ellis 2010). The relatively narrow range of formulas used by students and the tendency towards variation indicate that students’ written discourse bears traces of some general tendencies established in ELF (Seidlhofer 2004, Jenkins 2011). The pedagogical implications of this investigation concern the need to reflect on the changing role of English in Europe and to incorporate the ELF perspective in teacher education programmes.

  • Název v anglickém jazyce

    English language teacher education in the Czech Republic: Attitudes to ELF

  • Popis výsledku anglicky

    This text investigates how teacher educators and students involved in the Teaching of English for Primary and Lower Secondary Schools programme at Masaryk University in the Czech Republic view the issue of (in)appropriateness of native-speaker standard English norms in ELT. It also addresses the question of whether intelligibility rather than conformity to ‘standard English’ might be established as a primary criterion (Flowerdew 2008, Jenkins 2011) for assessing the acceptability of written English in diploma theses. The analysis of questionnaire data suggests that while university teachers mostly direct students towards attaining native-speaker competence, both Czech and international students tend to prioritize comprehensibility and show an awareness of the lingua franca status of English in Europe. In written academic texts, however, and especially in diploma theses marked by a clear gatekeeping function, both students and teachers expect adherence to native-speaker norms. The results of the survey are compared to the findings of a corpus-based analysis of formulaicity in students’ diploma theses aimed at finding to what extent the students use academic formulas typical of expert academic discourse (Simpson-Vlach and Ellis 2010). The relatively narrow range of formulas used by students and the tendency towards variation indicate that students’ written discourse bears traces of some general tendencies established in ELF (Seidlhofer 2004, Jenkins 2011). The pedagogical implications of this investigation concern the need to reflect on the changing role of English in Europe and to incorporate the ELF perspective in teacher education programmes.

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

  • OECD FORD obor

    60203 - Linguistics

Návaznosti výsledku

  • Projekt

  • Návaznosti

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Ostatní

  • Rok uplatnění

    2018

  • Kód důvěrnosti údajů

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Údaje specifické pro druh výsledku

  • Název statě ve sborníku

    Using English as a Lingua Franca in Education in Europe: English in Europe: Vol 4

  • ISBN

    9781501511097

  • ISSN

    2364-4303

  • e-ISSN

  • Počet stran výsledku

    25

  • Strana od-do

    98-122

  • Název nakladatele

    Mouton de Gruyter

  • Místo vydání

    Berlin/Boston

  • Místo konání akce

    Thessaloniki, Greece

  • Datum konání akce

    23. 11. 2013

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku

    000462537800006