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Jakiego modelu języka angielskiego należy dziś uczyć?

Półrocznik Językoznawczy Tertium, 2022, Vol.7 (1), p.98-117 [Peer Reviewed Journal]

ISSN: 2543-7844 ;EISSN: 2543-7844

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  • Title:
    Jakiego modelu języka angielskiego należy dziś uczyć?
  • Author: Branigan, Stephen
  • Subjects: Foreign languages learning
  • Is Part Of: Półrocznik Językoznawczy Tertium, 2022, Vol.7 (1), p.98-117
  • Description: The changed nature of English into that of a global language means that contemporary learners of English are more likely to acquire the language for the purposes of a lingua franca than to communicate exclusively with native speakers. It is therefore considered that learning the language through traditional native-speaker models does not serve them well, nor does it meet their needs. The models of 1) native speaker, 2) nativised and 3)English as a lingua franca (ELF), originally presented by Kirkpatrick (2006), are re-examined with their attributes and drawbacks in this modern context. An analysis of responses to the question ‘Which model of English should we teach?’ was carried out on two Reddit (reddit.com) discussion groups which included teachers and learners. These responses from actors in the field of English language teaching (ELT) were first categorised and then compared with academic opinions. The comparisons showed that both groups were generally in agreement with regard to an appropriate model and pedagogy. No single model was advocated; rather, the prominent opinions supported a postmethod approach that utilised the existing ELT framework of a stable Standard English that is codified, has well-established institutions, etc. However, this model should be one that accommodates other varieties of English as well as accepts second language (L2 to L2) communications as legitimate in their own right and utilises a more bespoke, context-based pedagogy.
  • Publisher: Krakowskie Towarzystwo Popularyzowania Wiedzy o Komunikacji Językowej Tertium
  • Language: English
  • Identifier: ISSN: 2543-7844
    EISSN: 2543-7844
  • Source: CEEOL: Open Access
    DOAJ Directory of Open Access Journals
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