An investigation of attitudes towards English accents at a Chinese university

415 Pages·2015·3.02 MB·English

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UNIVERSITY OF SOUTHAMPTON

FACULTY OF HUMANITIES

An Investigation of Attitudes towards English Accents
at a Chinese University

by

Fan Fang

Thesis for the degree of Doctor of Philosophy
April 2015
UNIVERSITY OF SOUTHAMPTON
ABSTRACT
FACULTY OF HUMANITIES
DOCTOR OF PHILOSOPHY

AN INVESTIGATION OF ATTITUDES TOWARDS ENGLISH ACCENTS AT
A CHINESE UNIVERSITY

By Fan Fang

The English language has spread across the globe to become an international language. With
the growing number of speakers of English, it has been claimed that English is no longer the
sole property of its native speakers but is a global lingua franca (ELF). Under these
circumstances, it is natural that various language ideologies have formed, pervaded with
ideological debates. In the last two decades, scholarly research has urged reform and re-
evaluation in the field of English language teaching (ELT). However, in practice, most ELT
approaches remain stigmatised to the standard or ‘authentic’ native speaker English
paradigm. This overlooks the fact that English is more often used by non-native speakers than
native speakers. In addition, the functional role of the language is routinely ignored when it
comes to the classroom practice of language teaching. As people’s attitudes towards the
English language and ELT display substantial intransigence, despite the rapidly-changing
linguistic realities, it is necessary to investigate how university teachers and students perceive
this international language in relation to language pedagogy. Until now, research based on the
ELF paradigm has been relatively rare, particularly in the Chinese context.

This thesis draws upon Chinese university students’ and teachers’ attitudes towards their own
and other English accents in the ELF framework. The research adopted a mixed-methods
approach in order to obtain the desired level of detail. First, a questionnaire was sent to
students to generate quantitative data to help understand students’ attitudes about accents
more broadly. With the aim of providing rich data description, interviews and focus groups
were also employed, with both student and teacher participants. From the analysis of both
quantitative and qualitative data, the findings suggest that both student and teacher
participants display complex and uncertain attitudes. In general, students did not feel satisfied
with their own English accents and would like to refine them to match native speakers of
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English more closely, but they did not expect other people to sound native-like; this result
may reflect the notion of ‘being strict with oneself while relaxed with others’ that has been
identified as prevalent in Chinese culture. Teachers display two primary outlooks: on the one
hand, they recognised the global spread of English and noted the importance of their own
identities when using the language. On the other hand, a number of them still believed they
should improve their English accents because they serve as professional pronunciation role
models to students. A key finding of the research is that, despite the rooted native-oriented
ideology, both students and teachers expressed the necessity of exposure to different accents.
In sum, the research findings demonstrate various and complex accent attitudes in relation to
the participants’ identity construction. Based on the implications of the research, the thesis
concludes with a proposal for teaching pronunciation based on the ELF framework –
Teaching of Pronunciation for Intercultural Communication (ToPIC) – as a pronunciation
praxis to respond better to the current linguistic landscape of English. Research limitations
and possibilities for further research are discussed at the end of the thesis.

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Contents

ABSTRACT ............................................................................................................................... i
Contents .................................................................................................................................. iii
List of Tables ......................................................................................................................... viii
List of Figures ....................................................................................................................... viii
Transcription Conventions for Interviews and Focus Groups ........................................... ix
DECLARATION OF AUTHORSHIP .................................................................................... x
ACKNOWLEDGEMENTS ................................................................................................... xi
ABBREVIATIONS ................................................................................................................ xii
Chapter One: Introduction ..................................................................................................... 1
1.1 Background and Context of the Research ....................................................................... 1
1.2 Structure of the Thesis ..................................................................................................... 3
Chapter Two: English Language Ideology ............................................................................ 8
2.1 Introduction ..................................................................................................................... 8
2.2 Debates on Standard English ........................................................................................ 12
2.2.1 Early Debates on Standard English ........................................................................ 12
2.2.2 Traditional Definitions and Drawbacks of Standard English ................................. 12
2.2.3 Prescriptive Perspectives of Standard English ........................................................ 15
2.2.4 Summary ................................................................................................................. 17
2.3 World Englishes ............................................................................................................ 18
2.3.1 Introduction ............................................................................................................. 18
2.3.2 Contributions of WE Research ............................................................................... 19
2.3.3 Limitations of the WE Paradigm ............................................................................ 21
2.3.4 Summary ................................................................................................................. 23
2.4 English as a Lingua Franca ........................................................................................... 23
2.4.1 Introduction: From WE to ELF ............................................................................... 23
2.4.2 ELF: A Step Further from WE ................................................................................ 25
2.4.3 ELF and EFL .......................................................................................................... 27
2.4.4 Summary ................................................................................................................. 28
2.5 From Critical Theories to Post-modern Language Ideologies ...................................... 29
2.5.1 Linguistic Imperialism ............................................................................................ 29
2.5.2 Critical Perspectives on Resistance of Linguistic Imperialism .............................. 31
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2.5.3 Postmodern Language Ideology ............................................................................. 33
2.5.4 Summary ................................................................................................................. 35
Chapter Three: English as a Chinese Language – Twists and Turns ................................ 36
3.1 Introduction ................................................................................................................... 36
3.2 English in China: An Overview .................................................................................... 38
3.3 The Chinese Variety of English ..................................................................................... 40
3.3.1 The China English Debate ...................................................................................... 40
3.3.2 China English in the Framework of World Englishes ............................................. 43
3.4 The English Language, Chinese Culture, and Identity .................................................. 47
3.5 ELT in China: An Introduction ...................................................................................... 53
3.5.1 English in Public Higher Education ........................................................................ 53
3.5.2 English Education in Private Sectors ...................................................................... 56
3.5.3 General Features of English Education in China .................................................... 58
3.6 Summary ....................................................................................................................... 60
Chapter Four: Language Attitude and Identity .................................................................. 62
4.1 Introduction ................................................................................................................... 62
4.2 Language Attitudes ........................................................................................................ 64
4.2.1 Introduction ............................................................................................................. 64
4.2.2 Motivation and Language Attitude ......................................................................... 67
4.2.3 Accent Attitudes ...................................................................................................... 71
4.2.3.1 Introduction ........................................................................................................ 71
4.2.3.2 Attitudes towards China English and China English accent .............................. 75
4.3 Language and Identity ................................................................................................... 79
4.3.1 Introduction ............................................................................................................. 79
4.3.2 Linguistic Identity in Language Attitudes .............................................................. 82
4.3.3 Identity Constructed in a Chinese Context ............................................................. 85
4.4 Summary ....................................................................................................................... 86
Chapter Five: Methodology .................................................................................................. 88
5.1 Typology of Reasons of Research ................................................................................. 88
5.2 Research Rationale ........................................................................................................ 89
5.2.1 A Mixed-methods Approach: What and Why ......................................................... 89
5.2.2 Emic and Etic Perspectives ..................................................................................... 91
5.2.3 Reflexivity .............................................................................................................. 93
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5.3 Researching Attitudes in Folk Linguistics .................................................................... 95
5.4 Research Context .......................................................................................................... 97
5.4.1 English Language Centre (ELC): An Introduction ................................................. 97
5.4.2 Linguistic Profile of the University and Students ................................................... 99
5.5 Research Instruments .................................................................................................. 100
5.5.1 Questionnaire as a Quantitative Instrument .......................................................... 100
5.5.2 Qualitative Instruments ......................................................................................... 102
5.5.2.1 Interview ........................................................................................................... 103
5.5.2.2 Focus Group Discussion ................................................................................... 106
5.6 Validity and Legitimation ............................................................................................ 108
5.7 Pilot Study ................................................................................................................... 110
5.8 Research Ethics ........................................................................................................... 111
5.9 Methodological Limitations ........................................................................................ 112
5.10 Summary ................................................................................................................... 113
Chapter Six: Questionnaire Data Analysis ........................................................................ 115
6.1 Introduction ................................................................................................................. 115
6.2 Methods and Framework for Data Analysis ................................................................ 115
6.3 Questionnaire Data Analysis ....................................................................................... 117
6.3.1 Demographic Data ................................................................................................ 117
6.3.2 Beliefs of English Accents and Pronunciation Teaching ...................................... 117
6.3.2.1 Beliefs of English Accents (Q1, Q2 and Q5) ................................................... 118
6.3.2.2 Beliefs of Students’ Own Accents (Q3, Q4 and Q6) ........................................ 122
6.3.2.3 Accents to be Taught (Q7) ................................................................................ 125
6.3.3 English Learning Motivation ................................................................................ 126
6.3.4 Accent Orientation ................................................................................................ 128
6.3.5 Additional Comments ........................................................................................... 131
6.3.6 Summary ............................................................................................................... 132
Chapter Seven: Interview Data Analysis ........................................................................... 135
7.1 Introduction ................................................................................................................. 135
7.2 Method and Framework for Data Analysis ................................................................. 136
7.3 Data Analysis .............................................................................................................. 139
7.3.1 Accent Beliefs ....................................................................................................... 140
7.3.2 China English accent ............................................................................................ 144
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7.3.3 Perceiving Identities ............................................................................................. 149
7.3.4 Pronunciation Teaching/Learning ......................................................................... 154
7.4 After-Class Interviews ................................................................................................. 161
7.4.1 Introduction ........................................................................................................... 161
7.4.2 Methods and Framework for Data Analysis ......................................................... 161
7.4.3 Data Analysis ........................................................................................................ 162
7.4.3.1 Class Experiences and Outcome ...................................................................... 162
7.4.3.2 ELF Approach in Pronunciation Instruction ..................................................... 166
7.5 Summary ..................................................................................................................... 171
Chapter Eight: Focus Group Data Analysis ...................................................................... 174
8.1 Introduction ................................................................................................................. 174
8.2 Methods and Framework for Data Analysis ................................................................ 175
8.3 Data Analysis .............................................................................................................. 177
8.3.1 Accent Beliefs ....................................................................................................... 177
8.3.2 Accent Expectations and Aspirations .................................................................... 183
8.3.3 Pronunciation Teaching/Learning ......................................................................... 192
8.4 Summary ..................................................................................................................... 200
Chapter Nine: Conclusion ................................................................................................... 204
9.1 Introduction ................................................................................................................. 204
9.2 Research Rational ........................................................................................................ 204
9.3 Research Questions, Research Methodology and Findings ........................................ 206
9.3.1 Research Questions ............................................................................................... 206
9.3.2 Research Methodology ......................................................................................... 206
9.3.3 Research Findings ................................................................................................. 208
9.4 Implications and Recommendations for ELT in China ............................................... 212
9.4.1 Revisiting Teaching Context, Models and Norms ................................................ 213
9.4.2 Raising Teachers’ and Students’ Language Awareness ......................................... 216
9.4.3 Reinforcing Accent Exposure and Fostering Communication Strategy ............... 218
9.5 Limitations of the Research ........................................................................................ 220
9.6 Further Research ......................................................................................................... 222
9.7 Summary and Concluding Points ................................................................................ 223
Appendices: .......................................................................................................................... 225
Appendix 1: The Questionnaire ......................................................................................... 225
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Appendix 2: The Semi-structured Interview Questions to Students and Teachers ............ 230
Appendix 3: The Focus Group Guidelines ........................................................................ 233
Appendix 4: Participant Information Sheet and Participant Consent Form .................... 234
Appendix 5: Sample of Open-ended Questionnaire Coding ............................................. 237
Appendix 6: Selected Additional Comments ..................................................................... 239
Appendix 7: An Overview of Voice and Accent Training (VAT) Class .............................. 261
Appendix 8: Examples of Student Interview Transcripts .................................................. 263
Appendix 9: Examples of Teacher Interview Transcripts .................................................. 294
Appendix 10: Examples of Student Focus Group Transcripts .......................................... 331
Appendix 11: Examples of Teacher Focus Group Transcripts .......................................... 354
References: ............................................................................................................................ 380

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List of Tables
Table 6.1: Respondents’ Self-evaluation of English Accents and their Aspired Accent …… 123
Table 6.2: English Accent(s) Should be taught to Chinese Students………………….……… 126
Table 6.3: Means for the Evaluation of Language Learning Motivation…………….……… 127
Table 6.4: Means for Respondents’ Accent Orientation………………………………..……… 128
Table 7.1: List of Participants with the Date and Length of Interviews………………………139
Table 8.1: List of Participants with the Date and Length of Focus Groups………….………175

List of Figures

Figure 4.1: Schematic Representation of Gardner’s (1985) Conceptualisation of the
Integrative Motive by Dörnyei (2005)…………………………………………………69
Figure 4.2: English Learners’ Identity and Context by Gu (2010)……………………...………86
Figure 6.1: Accents that Respondents Preferred as Their First Choice………………………121
Figure 6.2: Accents that Respondents Preferred as Their Second Choice……………………121

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