Incorporating World Englishes into the Korean EFL Classroom This work was supported by a Gyeongnam National University of Science and Technology grant.
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As the number of English speakers included in Kachru’s (1985) so-called Outer and Expanding Circles of English continues to increase worldwide, the study of a variety of issues related to World Englishes has intensified. This study is aimed at identifying the perceptions of 60 university students in an EFL environment in Korea about their personal abilities to distinguish between different forms of English, the importance of learning various non-native versus native forms of World Englishes, and the incorporation of activities into the EFL classroom that introduce a variety of World Englishes. Following the completion of a brief verbal guise test in which students were asked to identify the nationalities of a number of native and non-native English speakers, the participants completed an open-ended questionnaire and took part in focus group discussions.
Abstract
As the number of English speakers included in Kachru’s (1985) so-called Outer and Expanding Circles of English continues to increase worldwide, the study of a variety of issues related to World Englishes has intensified. This study is aimed at identifying the perceptions of 60 university students in an EFL environment in Korea about their personal abilities to distinguish between different forms of English, the importance of learning various non-native versus native forms of World Englishes, and the incorporation of activities into the EFL classroom that introduce a variety of World Englishes. Following the completion of a brief verbal guise test in which students were asked to identify the nationalities of a number of native and non-native English speakers, the participants completed an open-ended questionnaire and took part in focus group discussions.
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