Master minor programme thesis English linguistics: Attitudes of Vietnamese teachers of english in universities towards world Englishes in the classroom

The research concentrates on describing attitudes of teachers of English in Vietnamese universities, with focus on leading universities in foreign languages and international studies. They are the ones with the most influence to current situation and future direction of ELT in Vietnam.
Nội dung trích xuất từ tài liệu:
Master minor programme thesis English linguistics: Attitudes of Vietnamese teachers of english in universities towards world Englishes in the classroom VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH INUNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠIHỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M.A. COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES **************** DƢƠNG HUYỀN THẮM ATTITUDES OF VIETNAMESE TEACHERS OF ENGLISH INUNIVERSITIES TOWARDS WORLD ENGLISHES IN THE CLASSROOM (THÁI ĐỘ CỦA GIẢNG VIÊN TIẾNG ANH Ở CÁC TRƢỜNG ĐẠIHỌC CỦA VIỆT NAM VỀ WORLD ENGLISHES TRONG LỚP HỌC) M.A. COMBINED PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Đỗ Thị Thanh Hà, PhD. HANOI – 2016 CERTIFICATE OF AUTHORSHIP This is to certify that the thesis entitled ―Attitudes of Vietnamese teachers ofEnglish in universities toward World Englishes in the classroom” has been writtenby me and the work in it has not previously been submitted for a degree. In addition, I alsocertify that all information sources and literature have been indicated in the thesis. Hanoi, August 2016 Dương Huyền Thắm i ACKNOWLEDGEMENTS I would like to express the deepest gratitude to my supervisor, Dr. Đỗ Thị ThanhHà, for her invaluable encouragement and useful comments and advice during the wholeprocess of this master thesis. Without her immense help, this study could not have beencompleted. Also, I am thankful to all my lecturers at Faculty of Post Graduate Studies,University of Languages and International Studies, VNU for their great support andsuggestions. Finally, my special thanks go to my beloved family and friends for their love, careand support during my MA course, especially on the completion of this thesis. Hanoi, August 2016 Dương Huyền Thắm ii ABSTRACT The growth of English worldwide has led to the emergence of Englishas a Lingua Franca (EFL) in English Language Teaching (ELT). This studyconcentrates on cognitive and behavioral aspects of teachers‘ attitude towardsESL and EFL A questionnaire was delivered to 111 teachers from seven stateuniversities in Vietnam; a semi-structured interview then was carried out witheleven volunteer teachers. Data reveal the following phenomena which applyfor both Outer and Expanding Circle varieties. First, the vast majority ofVietnamese teachers are aware of English varieties and/or implications ofEFL/EIL in TESOL. Second, they express a positive opinion towards bothOuter Circle and Expanding Circle varieties of English and the introduction ofthem to students. They also believe that it is important to introduce thesevarieties. Finally, the study indicates that teachers are likely to introduce thesevarieties to students but it depends on many variables. Implications of thisstudy are expected to be beneficial for researchers, educators, and policymakers in ELT, especially in ELT in Vietnam, iii LIST OF TABLESTable 1: Number of participants in each universityTable 2: Biographic Information of ParticipantsTable 3: Vietnamese students will use English to communicate more oftenwithTable 4: Outer Circle varieties are wrong EnglishTable 5: Outer Circle varieties of English should be introduced to students.Table 6: Importance of being aware of Outer circle varieties of EnglishTable 7: Likeliness of introducing Outer varieties of English to studentsTable 8: How teachers would introduce Outer circle varieties to studentsTable 9: Expanding Circle varieties are wrong EnglishTable 10: Expanding Circle varieties of English should be introduced tostudents.Table 11: Importance of being aware of Expanding circle varieties of EnglishTable 12: Outer vs. ExpandingTable 13: ...