Abstract
Nicel verilere dayanan bu çalışma, Ortak bir dil olarak İngilizce (ODİ) kavramının Özel amaçlı İngilizce (ÖAİ) öğrencileri için dil öğrenme hedeflerini ne kadar etkilediğine, bunların yeni ODİ fenomeniyle nasıl bir ilişki kurduğuna ve İngilizcenin değişen rolünün ne kadar farkında olduklarına ışık tutmayı amaçlamıştır. Bulgular, Türk ÖAİ öğrencilerinin, bugün İngilizcenin dünyadaki diğer kişilerle iletişim kurmalarını ve etkileşimde bulunmalarını sağlayan birincil ortak dil olarak kabul edildiği konusunda büyük farkındalık gösterdiklerini göstermiştir. İngilizce öğrenme süreçlerine sadece anadili İngilizce olanlara yer vermemenin yanı sıra, ÖAİ öğrenme amaçları açısından anadili İngilizce olmayanlarla iletişim kurmanın anadili İngilizce olanlardan daha önemli olduğu da ortaya çıkmıştır. İletişimde anlaşılırlık sağlandığı sürece İngilizcedeki doğruluğun rolünü nihai bir hedef olarak görmedikleri saptanmıştır. Bu makale, Türkiye'deki ÖAİ programlarında ODİ farkındalığını artırmaya yönelik daha fazla araştırma ve çaba gösterilmesini gerektirdiği göstermiştir.
Keywords
Ortak bir dil olarak İngilizce (ODİ) ODİ farkındalığı Özel amaçlı İngilizce (ÖAİ) dil tutumu.
References
- Alhuqbani, M. N. (2014). An investigation of the English language needs, motivations, and attitudes of Saudi police cadets. International Journal of Applied Linguistics and English Literature, 3(2), 201-213.
- Alibakhshi, G., Ali, H. G., & Padiz, D. (2011). Teaching and testing ESP at Iranian universities: A critical view. Journal of Language Teaching and Research, 2(6), 1346.
- Baker, W. (2009). The cultures of English as a Lingua Franca. TESOL Quarterly, 43(4), 567-592.
- Bayyurt, Y., & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a Lingua Franca (Vol. 6). Walter de Gruyter GmbH & Co KG.
- Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a Lingua Franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185–202.
- Bhatia, V., Anthony, L., & Noguchi, J. (2011, September). ESP in the 21st century: ESP theory and application today. In Proceedings of the JACET 50th commemorative International Convention, 143, 143-150.
- Calvo-Benzies, Y. J. (2017). English as a Lingua Franca (ELF) in ESP contexts. Students’ attitudes towards non-native speech and analysis of teaching materials. Alicante Journal of English Studies 30, 27-60.
- Canagarajah, A. S. (2006). Negotiating the local in English as a Lingua Franca. Annual Review of Applied Linguistics, 26, 197-218.
- Canagarajah, S. (2007). Lingua Franca English, multilingual communities, and language acquisition. The modern language journal, 91, 923-939.
- Connor, U., & Rozycki, W. (2012). ESP and intercultural rhetoric. The handbook of English for specific purposes, 427-443.
- Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press.
- Csizér, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model. System, 40(1), 1-10.
Abstract
The study, which was based on quantitative data, sought to shed light on how much ELF influences language learning goals for ESP learners, how they relate to the new ELF phenomena, and how far they are aware of the changing role of English, which was one of the least researched area in the literature. The findings indicated that the Turkish ESP students showed great awareness about the issue that today English is considered as a primary lingua franca that enables them to communicate and interact with others around the world. It was also revealed that besides that they did not place only native varieties of English or only native speakers in their English learning process, communicating with non-native speakers of English had more importance than native speakers of English in their purpose of ESP learning. They did not see the role of accuracy in English as an ultimate goal as long as intelligibility was achieved in communication. This article calls for more future research and effort devoted to enhancing ELF awareness in Turkish ESP programmes.
Keywords
English as a Lingua Franca (ELF) ELF awareness English for specific purposes (ESP) language attitudes.
References
- Alhuqbani, M. N. (2014). An investigation of the English language needs, motivations, and attitudes of Saudi police cadets. International Journal of Applied Linguistics and English Literature, 3(2), 201-213.
- Alibakhshi, G., Ali, H. G., & Padiz, D. (2011). Teaching and testing ESP at Iranian universities: A critical view. Journal of Language Teaching and Research, 2(6), 1346.
- Baker, W. (2009). The cultures of English as a Lingua Franca. TESOL Quarterly, 43(4), 567-592.
- Bayyurt, Y., & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a Lingua Franca (Vol. 6). Walter de Gruyter GmbH & Co KG.
- Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a Lingua Franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185–202.
- Bhatia, V., Anthony, L., & Noguchi, J. (2011, September). ESP in the 21st century: ESP theory and application today. In Proceedings of the JACET 50th commemorative International Convention, 143, 143-150.
- Calvo-Benzies, Y. J. (2017). English as a Lingua Franca (ELF) in ESP contexts. Students’ attitudes towards non-native speech and analysis of teaching materials. Alicante Journal of English Studies 30, 27-60.
- Canagarajah, A. S. (2006). Negotiating the local in English as a Lingua Franca. Annual Review of Applied Linguistics, 26, 197-218.
- Canagarajah, S. (2007). Lingua Franca English, multilingual communities, and language acquisition. The modern language journal, 91, 923-939.
- Connor, U., & Rozycki, W. (2012). ESP and intercultural rhetoric. The handbook of English for specific purposes, 427-443.
- Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press.
- Csizér, K., & Kontra, E. H. (2012). ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model. System, 40(1), 1-10.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | October 25, 2023 |
| Publication Date | December 28, 2023 |
| Submission Date | March 18, 2023 |
| Published in Issue | Year 2023 Volume: 14 Issue: Special Issue 3 - SPECIAL ISSUE OF LITERATURE, EDUCATION OF TURKISH AND FOREIGN LANGUAGES |
