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Reality or Rhetoric: The Changing Mindset of English Learners and Non-Native English-Speaking Teachers in Taiwan towards English as an International Language

Abstracts


English as an international language (EIL) is a phenomenon growing out of globalization and communication in international contexts. English teachers inevitably have to respond to this shift of societal expectations and student needs. Traditionally, English has been taught and learned as a subject in schools in Taiwan. Nowadays EIL and its implications for English language teaching and learning are being increasingly noted and discussed. Efforts have also been made to update English educators' knowledge and sensitivity of using English for international communication, as well as pedagogical implications of EIL. This study examines if or how such endeavors have taken effect. More specifically, this study aims to find out: I) Are university students and non-native English speaking teachers in Taiwan aware of the development of EIL and its related pedagogical matters, namely the purpose of learning English, the definition of successful English learning, preferences for teachers' backgrounds, and preferences for writers and publishers of English materials? 2) Are the perceptions of EIL of students and instructors similar or different? What are the possible causes for the similarities and differences in their perceptions? Four classes of university students majoring in English (from freshmen to senior levels) and their non-native English-speaking teachers participated in the study. Questionnaires and interviews were conducted and results analyzed. Based on findings, professional considerations and classroom practicability for implementing EIL are then discussed.

References


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