"This book revisits the issue of China English as a developing variety of English and scrutinises students' and teachers' attitudes towards their own and other English accents from the critical phenomenological perspective of Global Englishes (GE) in theChinese context. The research contributes to the field of GE by proposing a model of pronunciation teaching called ToPIC (Teaching of Pronunciation for Intercultural Communication) informed by interculturally responsive language pedagogy. Combining theory and empirical data, the book presents ground-breaking research on accent attitudes in the Chinese context within the GE paradigm and raises issues and concerns regarding teaching English, particularly speaking and pronunciation, from the GE perspective.Unpacking attitudes towards English accents from a critical perspective, this book will both show policy makers the need to consider the impacts of GE and help practitioners and language learners re-evaluate the goals and needs of English learning. The ToPIC approach also has significance for curriculum reform as it readdresses various issues in language policy and practice. The ToPIC approach is recommended for those interested in teaching and learning English in the expanding circle context and those seeking to learn more about learning and using English across the world"--
This book revisits the issue of China English as a developing variety of English and scrutinises students’ and teachers’ attitudes towards their own and other English accents from the critical phenomenological perspective of Global Englishes (GE) in the Chinese context. The research contributes to the field of GE by proposing a model of pronunciation teaching called ToPIC (Teaching of Pronunciation for Intercultural Communication) informed by interculturally responsive language pedagogy. Combining theory and empirical data, the book presents ground-breaking research on accent attitudes in the Chinese context within the GE paradigm and raises issues and concerns regarding teaching English, particularly speaking and pronunciation, from the GE perspective. Unpacking attitudes towards English accents from a critical perspective, this book will both show policy makers the need to consider the impacts of GE and help practitioners and language learners re-evaluate the goals and needs of English learning. The ToPIC approach also has significance for curriculum reform as it readdresses various issues in language policy and practice. The ToPIC approach is recommended for those interested in teaching and learning English in the expanding circle context and those seeking to learn more about learning and using English across the world.
Arvustused
"Overall, the book carries remarkable merits. First and foremost, the book presents an empirical picture of pronunciation teaching in China from a sociocultural and socioecological perspective which challenges the deep-rooted and native-oriented model of pronunciation teaching. With an orientation toward the GE paradigm, the book not only studied the attitudes and motivation toward China English, but also revealed the contextual difficulties (e.g. centralized curriculum, limited opportunities for professional development) for the teachers and students to engage with localized variety of English in their classrooms."
-Reviewed by Lianjiang Jiang (Education University of Hong Kong) and Jun Zhong (Xiamen Medical College)
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viii | |
| Foreword |
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ix | |
| Acknowledgements |
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xii | |
| Abbreviations |
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xiii | |
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1 | (7) |
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2 Language ideology and geopolitics: From Standard English and World Englishes to English as a lingua franca |
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8 | (15) |
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3 The social psychology of English language pedagogy in China |
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23 | (10) |
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4 Attitudes towards China English in 21st century China |
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33 | (19) |
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5 Revisiting teachers' and students1 accent attitudes through a questionnaire |
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52 | (19) |
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6 Interviews: Unpacking identity construction and negotiation from teachers and students |
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71 | (24) |
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7 A step forward: Teaching pronunciation for intercultural communication |
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95 | (11) |
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106 | (3) |
| Appendix 1 The questionnaire |
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109 | (6) |
| Appendix 2 The semi-structured interview questions to students and teachers |
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115 | (4) |
| Appendix 3 Transcription conventions for interviews and focus groups (adapted from Jenkins (2007, 2014) and VOICE corpus (2013)) |
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119 | (1) |
| References |
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120 | (16) |
| Index |
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136 | |
Fan (Gabriel) Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently Associate Professor at Shantou University, China, and Distinguished Adjunct Professor of King Abdulaziz University, Jeddah, Saudi Arabia. His research interests include Global Englishes, language attitude, identity, intercultural communication, and ELT. His has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Language Teaching Research, System, The Asian Journal of Applied Linguistics, and The Journal of Asia TEFL. He recently completed a British Council funded project (led by Dr Will Baker) investigating the development of intercultural citizenship and its relationship to English language use among Chinese students in the UK. His latest volume (co-edited with Dr Handoyo Puji Widodo) Critical Perspectives on Global Englishes in Asia: Language Policy, Curriculum, Pedagogy and Assessment was published in 2019.
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