東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An investigation of pre-service Engl...

Litzenberg, Jason.

Linked to FindBook

Google Book

Amazon

博客來

An investigation of pre-service English language teacher attitudes towards varieties of English in interaction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of pre-service English language teacher attitudes towards varieties of English in interaction./
Author:	Litzenberg, Jason.
Description:	256 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Sociology, Sociolinguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600909
ISBN:	9781303512766

An investigation of pre-service English language teacher attitudes towards varieties of English in interaction.
Litzenberg, Jason.

An investigation of pre-service English language teacher attitudes towards varieties of English in interaction. - 256 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Georgia State University, 2013.

English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It is imperative that teachers of English keep pace with these changing conceptualizations of the language as well as the changing expectations of its users so that they can best prepare language learners for the sociolinguistic realities they will encounter. Teacher training programs have a critical role to play in that they must keep pace with both the changing global linguistic landscape and how these changes influence pre-service teachers. It is therefore imperative to understand the attitudes of pre-service teachers towards the varieties of English that their students will encounter.

ISBN: 9781303512766Subjects--Topical Terms:

1669082
Sociology, Sociolinguistics.

An investigation of pre-service English language teacher attitudes towards varieties of English in interaction.
LDR:03209nmm a2200337 4500 001 2055962
005 20150319082004.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303512766
035 $a (MiAaPQ)AAI3600909
035 $a AAI3600909
040 $a MiAaPQ $c MiAaPQ
100 1 $a Litzenberg, Jason. $3 3169671
245 1 3 $a An investigation of pre-service English language teacher attitudes towards varieties of English in interaction.
300 $a 256 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Stephanie Lindemann.
502 $a Thesis (Ph.D.)--Georgia State University, 2013.
520 $a English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It is imperative that teachers of English keep pace with these changing conceptualizations of the language as well as the changing expectations of its users so that they can best prepare language learners for the sociolinguistic realities they will encounter. Teacher training programs have a critical role to play in that they must keep pace with both the changing global linguistic landscape and how these changes influence pre-service teachers. It is therefore imperative to understand the attitudes of pre-service teachers towards the varieties of English that their students will encounter.
520 $a This study considers the attitudes of pre-service TESOL teachers towards varieties of native and non-native English as used in naturalistic communicative situations. It considers personal factors that may play a role in how participants evaluate the interactive speech samples and whether TESOL training programs influence the development of attitudes towards language-in-use. To this end, a mixed methods design involving three primary components was used: an online survey of 70 respondents from 26 institutions, four focus group interviews, and a curriculum analysis of five teacher training programs.
520 $a This study is unique in that participants evaluate speech-in-action that is representative of the types of language found in many English as a lingua franca (ELF) settings. Among other things, primary results suggest that (a) standard language ideology influences many participant assessments of both native and non-native speech, (b) teacher training programs exert at least some influence on the attitudes of pre-service teachers towards varieties of spoken English in discourse, and (c) engagement with non-native speech in teacher preparation courses and language learning as a component of a curriculum can benefit pre-service teachers. Implications for applied linguistics, teacher training, and ELF are considered.
520 $a INDEX WORDS: English as a lingua franca, ELF, Language variation, Grammar, Pronunciation, Attitude, Teacher training, TESOL.
590 $a School code: 0079.
650 4 $a Sociology, Sociolinguistics. $3 1669082
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Speech Communication. $3 1017408
690 $a 0636
690 $a 0530
690 $a 0441
690 $a 0459
710 2 $a Georgia State University. $b Applied Linguistics and English as a Second Language. $3 2095194
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0079
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600909