Idealized native-speaker linguistic and pragmatic norms in English as an international language

Exploring the perceptions of nonnative English teachers

Bibliographic Data

ID12701920
AuthorsZia Tajeddin (0000-0002-0430-6408, Allameh Tabataba'i University, corresponding author), Minoo Alemi (0000-0001-9703-831X, Department of English Language Teaching, Islamic Azad University, West Tehran Branch, Tehran, Iran), Roya Pashmforoosh (0000-0002-9394-6887, Kharazmi University)
Year2017
Volume18
Issue3
Pages300-314
Publication date2017-12-17
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage and Intercultural Communication (JOURNAL)
Journal identifiersISSN: 1470-8477 • E-ISSN: 1747-759X
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/14708477.2017.1413105
OpenAlexW2771683832
LanguageEN
Citations received7
References cited58

Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expanding circle. Questionnaires and interviews were used to explore the teachers’ perceptions of native-speaker norms. Findings showed that the nonnative teachers gave preference to native-speaker linguistic norms despite the emerging nonnative EIL norms. Although most of the teachers accepted the existence of a number of accents in English, they preferred the standard American or British accent for language education. As to EIL pragmatic norms, the teachers argued that some degree of flexibility is acceptable with regard to the use of L1 pragmatic norms in the EIL context. The EFL teachers in the present study maintained that the transfer of L1 pragmatic norms to the nativized English makes English a legitimate and culturally appropriate variety in communication between nonnative speakers. The findings contribute to the reappraisal of ELT practices and the premises underpinning teaching EIL

Context (archaeology · First language · Indo-European languages · Intercultural communication · Language proficiency · Linguistics · Pedagogy · Perception · Stress (linguistics · Variety (cybernetics · World Englishes · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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