21b3c63af419ab723f12067eef5c1181 AlomarLlompartAntoninaMaria_TFG2023.pdf cce7eb8b6ef14b069c616c528ded23e406e6f0ae AlomarLlompartAntoninaMaria_TFG2023.pdf 1e5699c9066be7fc0db07e4ed181b5494f68cb25f3b6a6cd4fde565fb4ab268a AlomarLlompartAntoninaMaria_TFG2023.pdf Author: HCG Creator: Microsoft Word CreationDate: Mon Jun 12 12:30:28 2023 CEST ModDate: Mon Jun 12 12:30:28 2023 CEST Tagged: yes UserProperties: no Suspects: no Form: none JavaScript: no Pages: 39 Encrypted: no Page size: 595.25 x 842 pts (A4) Page rot: 0 File size: 443898 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- BCDEEE+Calibri TrueType WinAnsi yes yes no 5 0 TimesNewRomanPSMT TrueType WinAnsi no no no 9 0 TimesNewRomanPS-BoldMT TrueType WinAnsi no no no 11 0 TimesNewRomanPSMT CID TrueType Identity-H yes no yes 13 0 TimesNewRomanPS-BoldMT CID TrueType Identity-H yes no yes 26 0 ArialMT TrueType WinAnsi no no no 31 0 TimesNewRomanPS-ItalicMT TrueType WinAnsi no no no 39 0 Arial-BoldMT TrueType WinAnsi no no no 45 0 BCDFEE+Calibri-Bold TrueType WinAnsi yes yes no 57 0 BCDGEE+CourierNewPSMT TrueType WinAnsi yes yes no 115 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-07-12 02:19:55 CEST RepresentationInformation: AlomarLlompartAntoninaMaria_TFG2023.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-07-11 17:26:42 CEST Size: 443898 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 992 FreeObjects: 704 IncrementalUpdates: 1 DocumentCatalog: ViewerPreferences: HideToolbar: false HideMenubar: false HideWindowUI: false FitWindow: false CenterWindow: false DisplayDocTitle: true NonFullScreenPageMode: UseNone Direction: L2R ViewArea: CropBox ViewClip: CropBox PrintArea: CropBox PageClip: CropBox PageLayout: SinglePage PageMode: UseNone Language: en Outlines: Item: Title: 2.2 Critical Perspective on Native-Speakerism and World Englishes ...................... 6 Destination: 1 Item: Title: 2.3 Identity and Ownership of English ..................................................................... 7 Destination: 1 Item: Title: 4 Qualitative Questionnaire design ............................................................................ 14 Destination: 1 Item: Title: 5 Questionnaire implementation: Future Directions .................................................. 22 Destination: 1 Item: Title: 6 Conclusions ............................................................................................................. 25 Destination: 1 Item: Title: References ..................................................................................................................... 26 Destination: 1 Item: Title: Appendix 1 .................................................................................................................... 29 Destination: 1 Item: Title: INDEX OF TABLES Destination: 1 Item: Title: Abstract Destination: 1 Item: Title: 1. Introduction Destination: 1 Item: Title: 2. Theoretical Background Destination: 1 Children: Item: Title: 2.1. The Global Dominance of English: Historical and Sociopolitical Factors Destination: 1 Item: Title: 2.2. Critical Perspective on Native-Speakerism and World Englishes Destination: 1 Item: Title: Lowe (2020) asserted that within the field of applied linguistics, and linguistics more broadly, the native speaker (NS) has often been considered a primary source of reliable linguistic data. Indeed, the term has regularly been employed as if it was ... Destination: 1 Item: Title: However, in recent years, the importance of being an NS of English has been vehemently questioned by sociolinguists. Schneider (2003) argued that the conventional belief, which asserts that only native speakers possess full command of the language and... Destination: 1 Item: Title: The concept of a “native speaker” is, in fact, a social construct. Consequently, the categorization of individuals into NS and “non-native speakers” (NNS) is often intertwined with assumptions of proper standards, models, and norms of English, as well... Destination: 1 Item: Title: 2.3. Identity and Ownership of English Destination: 1 Item: Title: 2.4. English as a Lingua Franca Destination: 1 Item: Title: English as a Lingua Franca (ELF) refers to the use of the English language as a common means of communication for speakers of different first languages. ELF as a field of study began at the turn of the twenty-first century and rapidly developed into ... Destination: 1 Item: Title: Corpus research initially aimed to identify recurrent and systematic characteristics of ELF, as well as co-construction processes of a pragmatic nature, which was inspired by Jenkins's (2000) pioneering research on the phonology of English as an Inter... Destination: 1 Item: Title: Subsequently, Seidlhofer (2001) called for the closure of the conceptual gap between the traditional descriptions of varieties of English available within the traditional WE framework and the need to document the uses of ELF. Her work emphasized the i... Destination: 1 Item: Title: ELF shares similar concerns and ideological principles with WEs since the goal is to “decenter” British and General American Standards and legitimize “non-native” varieties. Scholars want to offer English learners around the world culturally relevant ... Destination: 1 Item: Title: As Canagarajah (2007) stated, “because of the diversity at the heart of this communication medium, [ELF] is intersubjectively constructed in each specific context of interaction […]” (p. 925). Hence, Jenkins (2013) claimed that ELF is “an entirely ne... Destination: 1 Item: Title: The intrinsic fluidity and variability of ELF challenge traditional notions of linguistic “variety” and “community”. As a result, scholars (Seidlhofer, 2011; Jenkins, et al. 2011) have adopted the concept of a “community of practice”, a group of peop... Destination: 1 Item: Title: Tollefston (2007) argued that in language studies, the concept of ideology refers to the implicit, usually unconscious assumptions about language and language behavior that fundamentally determine how human beings interpret events. A critical approach... Destination: 1 Item: Title: In formal and academic contexts, notably in English as a Foreign Language (EFL), standard language ideology often plays a significant role. In 2009, Jenkins addressed criticism of ELF. Jenkins (2009) argued that some scholars conflate ELF with EFL, tr... Destination: 1 Item: Title: 2.5. Exploring Attitudes and Uses of English among Undergraduate Students Destination: 1 Item: Title: The emergence of English as a global language as a field of research has resulted in an upsurge of research articles aimed at investigating English learners’ beliefs and perceptions of ELF. Therefore, it is crucial to not only explain ELF but also del... Destination: 1 Item: Title: Calvo-Benzies (2017) explores the use of English as a Lingua Franca (ELF) in English for Specific Purposes (ESP) contexts. The author aims to fill a gap in research on English foreign learners’ attitudes toward native and non-native speakers’ accents.... Destination: 1 Item: Title: The analysis of teaching materials reveals that they often focus on native-speaker models, which may not reflect the reality of global English use. Calvo-Benzies argues that ESP courses should incorporate ELF materials and give learners more exposure ... Destination: 1 Item: Title: Overall, the article highlights the need for a shift in attitudes and teaching practices within English language education. It calls for an inclusive and diverse approach that aligns better with the realities of global communication and promotes intel... Destination: 1 Item: Title: In her 2002 thesis, Erling analyses the role of English in German academic communities and in particular the situation at the Freire Universität of Berlin. According to her, not only has English changed because of globalization, but the discourse abou... Destination: 1 Item: Title: Erling explores the sociolinguistic dynamics of English students at the Freie Universität Berlin. The study aims to provide a comprehensive profile of these students, highlighting their attitudes, language use, and perceptions of English in the univer... Destination: 1 Item: Title: The findings of the study reveal interesting insights into the students' linguistic and cultural identities, as well as their aspirations and expectations regarding their English language education. Hence, English seems to play an increasingly importa... Destination: 1 Item: Title: 3. Methodology Destination: 1 Children: Item: Title: I chose to design a qualitative questionnaire because, as stated in Codó (2008) it is “an efficient tool for gathering information on communities rapidly and systematically” (Codó, 2008, p.171 ). By incorporating open-ended questions, the questionnair... Destination: 1 Item: Title: However, this questionnaire has not been fully implemented, it has just undergone a pilot test. This test serves as a trial run to identify any potential issues or areas of improvement before administering the questionnaire to the target participants.... Destination: 1 Item: Title: My project targets English undergraduates, with a particular focus on third and fourth-year university undergraduates enrolled in the English Studies degree at UAB. This group is particularly interesting because they have spent the last three to four ... Destination: 1 Item: Title: 4. Qualitative Questionnaire design Destination: 1 Item: Title: Q18 and Q19 are encompassed in “Accent and confidence”, and both explore the relationship between the respondent’s perceived accent and the level of confidence or insecurity when speaking English. However, there are notable distinctions between the tw... Destination: 1 Item: Title: I have classified Q20 as “Standard English” because it reflects on the importance of learning SE (RP or GA) and the situations in which it would be appropriate or expected to use it. Q21 directly addresses how the perception of the audience in three ... Destination: 1 Item: Title: The table’s third theme, “Variety preference,” is subdivided into two subthemes: “Implicit” and “Explicit”. The subtheme “Implicit Variety Preference” encompasses Q22 to Q25, where respondents are instructed to watch four videos, one for each question... Destination: 1 Item: Title: The selected videos align with Kachru’s Three Circle Model. For Q22, I chose a video featuring Deepika Padukone, a prominent Bollywood actress who has a recognizable Indian accent, as an example of the Outer Circle variety. In Q23, a video of Manel Ca... Destination: 1 Item: Title: On the other hand, Q26 asks participants to explicitly state which variety from the videos they prefer, which is why I have classified it into “Explicit Variety Preference”. Lastly, I have categorized the last question, Q27, into “Accent and ideology”... Destination: 1 Item: Title: Since this was just a pilot questionnaire, I included a final question (Q28) where I ask participants to provide feedback on the questionnaire and any suggestions that could enhance its clarity and effectiveness (see section 4). Section six thanks res... Destination: 1 Item: Title: 5. Questionnaire implementation: Future Directions Destination: 1 Item: Title: The pilot study revealed several noteworthy findings that call for an evaluation of the questionnaire's effectiveness and consideration of potential improvements for future research. One salient observation is concerned with the low response rate, whi... Destination: 1 Item: Title: Furthermore, the feedback received from two respondents claiming that the questionnaire was “too long” pointed out the necessity for modifications in terms of its length. Additionally, I noticed some informants appeared to tire as they responded to th... Destination: 1 Item: Title: One respondent provided constructive criticism by suggesting a potential alternation in the order of questions. Specifically, Q27 which investigates the informant’s understanding of what a “good English speaker” is. The participant recommended asking ... Destination: 1 Item: Title: Moreover, it is important to consider the issue of speaker representation within the videos (Q22 to Q25). Only Q22 features a female speaker, while the remaining speakers are male. This lack of gender diversity could impact respondents’ perceptions an... Destination: 1 Item: Title: Concerning Q22 to Q25, where students are required to watch different videos, describe the speaker’s English, and indicate the features they find more appealing or unappealing in each variety, I consider that the prompts for these questions could bene... Destination: 1 Item: Title: To address this limitation, I recommend rephrasing the questions and including a Likert scale that incorporates positive and negative attributes, such as educated-uneducated, strange–normal, appealing – unappealing. This would help informants rate the... Destination: 1 Item: Title: Finally, I would also recommend complementing the questionnaire with interviews, which could provide a deeper understanding of the insights and perspectives of participants. As proposed by Codó (2008), questionnaires yield more comprehensive results w... Destination: 1 Item: Title: 6. Conclusions Destination: 1 Item: Title: In conclusion, the qualitative questionnaire discussed in this study can serve as a valuable tool to gather declarative data on language use and ideologies of English among future English professionals at the Universitat Autònoma de Barcelona and othe... Destination: 1 Item: Title: The pilot test revealed valuable insights and identified areas that require further improvement. One significant finding was that the length of the questionnaire appeared to impact participants’ level of engagement. Moreover, the low response rate ind... Destination: 1 Item: Title: The findings from this questionnaire can contribute to addressing language insecurity and promoting a broader understanding of English as a global language at Universitat Autònoma de Barcelona. Besides, it can assist in catering to the linguistic need... Destination: 1 Item: Title: References Destination: 1 Item: Title: Appendix 1 Destination: 1 Item: Title: LANGUAGE USE AND IDEOLOGIES OF ENGLISH AMONG FUTURE ENGLISH PROFESSIONALS. Destination: 1 Item: Title: Study description Destination: 1 Item: Title: Affiliation Destination: 1 Item: Title: TFG student: Antonina Maria Alomar Llompart, 4th-year student of BA in English Studies, Universitat Autònoma de Barcelona, antonina.alomar@uab.cat. Destination: 1 Item: Title: Supervisor: Dr. Maria Rosa Garrido, Departament de Filologia Anglesa i de Germanística, Universitat Autònoma Destination: 1 Item: Title: Description Destination: 1 Item: Title: The present research aims to explore the attitudes of English Studies students towards English varieties, English as a Lingua Franca (ELF) and, Standard English. The study also aims to investigate the students' reported use of the English language in ... Destination: 1 Item: Title: This research project will draw on a questionnaire addressed to English Studies undergraduates, with a particular focus on third and fourth-year university undergraduates enrolled in the English Studies degree at Universitat Autònoma de Barcelona. Th... Destination: 1 Item: Title: This study has an estimated duration of four months (February-June 2023). Destination: 1 Item: Title: Ethical commitment Destination: 1 Item: Title: Participation in this research project is entirely voluntary, and those participating are free to discontinue their participation at any time. Destination: 1 Item: Title: We commit to preserving the anonymity of the participants in the final course project resulting from this research. Additionally, the data collected will be stored and treated confidentially. The main researcher will ask for informed consent from part... Destination: 1 Item: Title: The participants who require further information about the study can contact either the TFG student or the supervisor (see details above). Destination: 1 Item: Title: This questionnaire will take 20 to 25 minutes to complete. Destination: 1 Item: Title: Informed consent Destination: 1 Item: Title: - If you agree to fill out this questionnaire, please check the statements below: (Please accept before moving on to the next page). Destination: 1 Item: Title: - I confirm that I have read and understood the provided information section. Destination: 1 Item: Title: - I understand that my participation is voluntary and that I am free to withdraw at any time, without being obliged to provide any explanation for it. Destination: 1 Item: Title: - I received assurance that all the information that could identify myself or other people will be made anonymous to the greatest extent possible, and that survey data will be used exclusively for academic purposes. Destination: 1 Item: Title: - I agree that my answers to this questionnaire can be transcribed and used within the scope of the project, including the final publication and presentation of the TFG project. Destination: 1 Item: Title: Biographical information Destination: 1 Item: Title: 1. Age: Destination: 1 Item: Title: o 20-22 Destination: 1 Item: Title: o 22-25 Destination: 1 Item: Title: o Over 25 Destination: 1 Item: Title: 2. Gender Destination: 1 Item: Title: o Male Destination: 1 Item: Title: o Female Destination: 1 Item: Title: o Non-binary Destination: 1 Item: Title: 3. Year of degree Destination: 1 Item: Title: o Third year Destination: 1 Item: Title: o Fourth year Destination: 1 Item: Title: o Fifth year Destination: 1 Item: Title: o Others: Destination: 1 Item: Title: 4. Where do you live during the academic year? Destination: 1 Item: Title: 5. Do you live with your family or independently? Destination: 1 Item: Title: 6. Have you ever lived abroad for an extended period? Please indicate where you lived, for how long and for which purpose (Erasmus, au pair work, regular employment, etc.)? Destination: 1 Item: Title: 7. If you are currently employed, could you indicate your job? Destination: 1 Item: Title: 8. Which language(s) do you speak at home? You can indicate more than one. Destination: 1 Item: Title: 9. If English is not your home language, when did you start learning it? Destination: 1 Item: Title: o Early childhood Destination: 1 Item: Title: o Primary school Destination: 1 Item: Title: o Secondary school Destination: 1 Item: Title: o Adulthood (over 18) Destination: 1 Item: Title: Reported Language Use Destination: 1 Item: Title: 10. In which social situations and with whom do you use English? For example, with your friends on social media, in your job as a language teacher, at the university with your classmates, etc. Destination: 1 Item: Title: 11. Which English varieties (e.g. RP, African American Vernacular, Indian English) have you been exposed to (orally and in writing)? Where have you encountered them? Destination: 1 Item: Title: 12. Which different registers and regional varieties of English do you normally use? Can you specify in which social situations? Destination: 1 Item: Title: 13. Can you think of a situation in your life in which it would be more appropriate to use a specific variety over another? Destination: 1 Item: Title: 14. Which varieties of English do you think you consume more in your free time or on social media? Destination: 1 Item: Title: 15. Which linguistic varieties or dialects of English do you wish you had greater exposure to during your English Studies degree? Destination: 1 Item: Title: 16. Could you please explain a situation in which you had to communicate with someone whose L1 was not English? Could you characterize the variety of English you used in terms of accent, accommodation, lexicon, etc. Destination: 1 Item: Title: 17. Do you find that the English you use with people whose L1 is not English differs from the English you use with people whose L1 is English? If so, in what ways does it differ? Destination: 1 Item: Title: Language attitudes Destination: 1 Item: Title: 18. Can you briefly describe any experiences related to your English accent, both positive or negative, that affected your confidence or sense of security when speaking English? For example, have you ever felt self-conscious about or received negative... Destination: 1 Item: Title: 19. In your opinion, what are some factors that may contribute to English Studies students feeling confident or insecure about their English accent? Destination: 1 Item: Title: 20. Do you think it is important to learn Standard English (be it RP or Gam) pronunciation? In which situations would you use Standard English? Destination: 1 Item: Title: 21. How might using a specific variety impact the way your message is received by your audience? Think of an academic setting (e.g., essay at UAB), a professional setting (e.g., job interview), and a leisure setting (e.g., party with international stu... Destination: 1 Item: Title: 22. Please watch the following video. How would you describe the speaker's English? Which features do you find appealing or unappealing? Destination: 1 Item: Title: http://youtube.com/watch?v=4loKkne_nVg Destination: 1 Item: Title: 23. Please watch the following video. How would you describe the speaker's English? Which features do you find appealing or unappealing? Destination: 1 Item: Title: http://youtube.com/watch?v=sSYb5szTDkg Destination: 1 Item: Title: 24. Please watch the following video. How would you describe the narrator's English? Which features do you find appealing or unappealing? Destination: 1 Item: Title: http://youtube.com/watch?v=eNwyC8B5cmY Destination: 1 Item: Title: 25. Please watch the following video. How would you describe the speaker's English? Which features do you find appealing or unappealing? Destination: 1 Item: Title: http://youtube.com/watch?v=gChmX6ZPB7Q Destination: 1 Item: Title: 26. After watching the videos do you prefer one variety over another, and if so, why do you think that is? Destination: 1 Item: Title: 27. Can you describe what you understand as a "good English speaker"? Destination: 1 Item: Title: Thank you Destination: 1 Item: Title: Thank you for participating in our pilot test. We greatly value your contribution and would like to express our appreciation. 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