국제어, 글로벌 언어로서의 영어: 언어태도 및 교육적 함축을 중심으로
English as an International and Global Language: Language Attitudes & Pedagogical Implications
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This paper explores English as an international and global language with reference to Korean university students’ language attitudes towards standard English and World Englishes, and discusses pedagogical implications. This paper first introduces the notion of international language, and explains the spread and various roles of English around the world. After introducing the notion of standard English, this paper examines Korean university students’ language attitudes towards standard English, as well as learning standard English and World Englishes. It was found that Korean university students consider not only American and British English as standard English, but also Canadian, Australian, and New Zealand English as attractive candidates. Korean university students also demonstrate positive attitudes and open-mindedness about learning English in the Inner Circle countries (U.S, Canada, Australia, New Zealand) as well as English in the Outer Circle countries (Singapore, Malaysia, Hong Kong, Philippine). This paper confirms the critical language pedagogy and paradigm shift in teaching/learning English as an international and global language, and World Englishes.
Abstract
This paper explores English as an international and global language with reference to Korean university students’ language attitudes towards standard English and World Englishes, and discusses pedagogical implications. This paper first introduces the notion of international language, and explains the spread and various roles of English around the world. After introducing the notion of standard English, this paper examines Korean university students’ language attitudes towards standard English, as well as learning standard English and World Englishes. It was found that Korean university students consider not only American and British English as standard English, but also Canadian, Australian, and New Zealand English as attractive candidates. Korean university students also demonstrate positive attitudes and open-mindedness about learning English in the Inner Circle countries (U.S, Canada, Australia, New Zealand) as well as English in the Outer Circle countries (Singapore, Malaysia, Hong Kong, Philippine). This paper confirms the critical language pedagogy and paradigm shift in teaching/learning English as an international and global language, and World Englishes.
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