Preservice English Teachers' Perceptions of English as an International Language in Indonesia and Korea

Autor/inn/en	Lee, Ju Seong; Lee, Kilryoung; Arifah Drajati, Nur
Titel	Preservice English Teachers' Perceptions of English as an International Language in Indonesia and Korea
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 3, S.230-243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1503669
Schlagwörter	Preservice Teachers; Language Attitudes; English (Second Language); Second Language Learning; Language Teachers; Intercultural Communication; Language Variation; Foreign Countries; Student Attitudes; Cross Cultural Studies; Instructional Materials; Communication Strategies; Listening Comprehension; Second Language Instruction; Indonesia; South Korea + Suchen Sie Ihr Suchwort? Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Sprachenvielfalt; Ausland; Schülerverhalten; Cultural comparison; Kulturvergleich; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kommunikationsstrategie; Hörverständnis; Fremdsprachenunterricht; Indonesien; Korea; Republik
Abstract	Preservice English teachers' perceptions about English as an international language (EIL) have not been adequately examined in different cross-cultural contexts. To fill that void, a total of 590 preservice English teachers from Indonesia (n = 344) and South Korea (n = 246) completed an EIL perception questionnaire. Subsequently, an independent samples t-test was conducted to examine differences between Indonesian and Korean preservice teachers with regard to their EIL perceptions. Three major findings were identified: first, Indonesian preservice teachers reported a higher level of perceived capacity to employ effective cross-cultural communicative strategies in comparison to their Korean counterparts. Second, although Korean preservice teachers acknowledged the existence of non-native varieties of English, they seemed hesitant to include non-native English accents in ELT listening materials. Intriguingly, the same phenomenon was not observed with the Indonesian group. Third, Indonesian preservice teachers were perceived to have a higher degree of ownership over their own English accents in contrast to the Korean group. These results are discussed with consideration of geographic, sociocultural and educational contexts of both countries that might have influenced shaping preservice English teachers' language perceptions. Lastly, three pedagogical suggestions (i.e. "Exposure and Critical Reflection," "EIL Pedagogy Implementation," and "Reality Check") will be offered. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01