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Chinese speakers’ perceptions of their English in intercultural communication

Chinese speakers’ perceptions of their English in intercultural communication
Chinese speakers’ perceptions of their English in intercultural communication
In the field of English as a Lingua Franca (ELF) research, an overarching question is why native English should be exclusively followed by all users around the world regardless of their purposes of communication and identity projection. This provides the starting point of my investigation into Chinese speakers’ perceptions of their English in intercultural communication, which is traditionally considered as ‘learner English’ due to its difference from native English. Influenced by the ELF perspective, I consider Chinese speakers’ English as both fluid and subject to Chinese speakers’ appropriation according to their purposes in engaging intercultural communication, and label it as Chinese speakers’ English as a Lingua Franca (CHELF). Four dimensions of CHELF are considered in this research: linguistic creativity, community, identity and attitude, while the empirical data focuses on CHELF users’ perceptions in order to offer an insight into their attitudes, identities, beliefs, and contextual factors related to their perceptions.

The research findings illuminate contrast, complementation, uncertainty and conservation in the participants’ attitudes towards, and identities in, their use of English, and reveal an interplay between a traditional EFL perspective and the ELF perspective that underlined their attitudes and identities. The data highlights contextual factors as playing a key role in influencing, shaping and developing the participants’ perceptions of ELF. Importantly, a good understanding of the concept of ELF makes a difference in the participants’ confidence in their ELF use. The findings thus suggest the possibility of CHELF developing legitimacy, as well as the challenges involved in such a development. This study thus provides a fresh insight into Chinese speakers’ English and contributes to ELF research at large. In particular, the establishment of contextual factors to CHELF users adds to the growing evidence of the necessity of including ELF in pedagogy.
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Jenkins, Jennifer
7daf0457-86d0-4c08-af4b-79641d1f7fd0

(2012) Chinese speakers’ perceptions of their English in intercultural communication. University of Southampton, Faculty of Humanities, Doctoral Thesis, 339pp.

Record type: Thesis (Doctoral)

Abstract

In the field of English as a Lingua Franca (ELF) research, an overarching question is why native English should be exclusively followed by all users around the world regardless of their purposes of communication and identity projection. This provides the starting point of my investigation into Chinese speakers’ perceptions of their English in intercultural communication, which is traditionally considered as ‘learner English’ due to its difference from native English. Influenced by the ELF perspective, I consider Chinese speakers’ English as both fluid and subject to Chinese speakers’ appropriation according to their purposes in engaging intercultural communication, and label it as Chinese speakers’ English as a Lingua Franca (CHELF). Four dimensions of CHELF are considered in this research: linguistic creativity, community, identity and attitude, while the empirical data focuses on CHELF users’ perceptions in order to offer an insight into their attitudes, identities, beliefs, and contextual factors related to their perceptions.

The research findings illuminate contrast, complementation, uncertainty and conservation in the participants’ attitudes towards, and identities in, their use of English, and reveal an interplay between a traditional EFL perspective and the ELF perspective that underlined their attitudes and identities. The data highlights contextual factors as playing a key role in influencing, shaping and developing the participants’ perceptions of ELF. Importantly, a good understanding of the concept of ELF makes a difference in the participants’ confidence in their ELF use. The findings thus suggest the possibility of CHELF developing legitimacy, as well as the challenges involved in such a development. This study thus provides a fresh insight into Chinese speakers’ English and contributes to ELF research at large. In particular, the establishment of contextual factors to CHELF users adds to the growing evidence of the necessity of including ELF in pedagogy.

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More information

Published date: June 2012
Organisations: University of Southampton, Faculty of Humanities

Identifiers

Local EPrints ID: 367398
URI: http://eprints.soton.ac.uk/id/eprint/367398
PURE UUID: d5142c35-c0b1-4565-ae7a-cf6c84f1278d

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Date deposited: 23 Oct 2014 12:48
Last modified: 18 Jul 2017 01:59

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Contributors

Author: Ying Wang
Thesis advisor: Jennifer Jenkins

University divisions

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