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131211109876543210201918171615141312111098765432101.83.63.9a b c d e f ga. Knowing about the way other non-native English speakers use English.b. Knowing about the culture of the non-native English speaker you arecommunicating with.c. Knowing about intercultural communication.d. Having a native-like pronuciation.e. Using correct native-like grammar.f. Knowing about the relationship between language and culture.g. Knowing about the culture of native English speaking countries.4.0Questionnaire 1Table 5: Ranking factors that help in intercultural communication through Englishinitial questionnaire2.63.43.9 3.94.64.84.4 4.4a b c d e f g5.24.9a. Knowing about the way other non-native English speakers use English.b. Knowing about the culture of the non-native English speaker you arecommunicating with.c. Knowing about intercultural communication.d. Having a native-like pronuciation.e. Using correct native-like grammar.f. Knowing about the relationship between language and culture.g. Knowing about the culture of native English speaking countries.Questionnaire 2Table 6: Ranking factors that help in intercultural communication through Englishfinal questionnaire288 | Intercultural Awareness Thailand
Tables 5 and 6 are important in illustrating participants’ responses to statementsconcerning factors that might help in successful intercultural communicationbetween interlocutors who do not use English as a first language. The results showthe rankings with a lower mean score (shown at the top of each bar) representinga higher level of importance (1 = most important – 6 = least important). Theresults between the initial and final questionnaire are quite similar but thereare a number of differences that are worth discussing. In terms of similarities inboth questionnaires, the respondents rated knowledge of how other non-nativespeakers of English use English as the most important factor. It should also benoted that knowledge of native-speaker-like grammar and knowledge of nativespeakercultures was rated quite low, again suggesting that native-speaker-likeEnglish and communicative norms are not of particular relevance or interest tothese participants.However, there is also some ambiguity here in that native-like pronunciationwas rated as an important factor in the final questionnaire. While this may be ananomaly, Table 7 suggests that this is a feature of the participants’ attitudes andone that changes little over the course. Participants generally rated English spokenin the traditional native-speaker countries of the US, UK and Australia as moststandard. There was general disagreement that English spoken in the ‘expandingcircle’ countries, where it does not have an official status, was standard.5.0 5.04.5 4.54.0 4.03.5 3.53.0 3.02.5 2.52.0 2.01.5 1.51.0 1.00.5 0.50.0 0.00Standard Englishis spoken by thenative speakingcountries (e.g.England, theUnited States,Australia).Standard Englishis spoken bythose countriescolonised bynative speakingcountries (e.g.Singapore, India,Hong Kong).Standard Englishis spoken byany country thatuses English (e.g.Thailand, Mexico,China).Table 7: attitudes towards different types of EnglishesQuestionnaire 1Questionnaire 2There is noStandard EnglishIntercultural Awareness Thailand | 289
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
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In addition there are several madra
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The overall picture in terms of lit
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give them a small token of apprecia
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Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
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highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
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Erling, E. J. and P. Seargeant (eds
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Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
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The small percentage of teachers wh
Page 241 and 242: it as a set of skills or abilities
Page 243 and 244: Workshop Topic Goals1 What is learn
Page 245 and 246: ReferencesAl-Shaqsi, T. S. (2009) T
Page 247 and 248: Johnson, K. E. (2006) The sociocult
Page 249 and 250: Appendix 1: The QuestionnaireEnglis
Page 251 and 252: StatementStrongly disagreeDisagreeU
Page 253 and 254: Section 3: Your Learners and Your T
Page 255 and 256: Appendix 2: Sample InterviewSchedul
Page 257 and 258: Appendix 3: Descriptive statisticsf
Page 259 and 260: Statement26. Promoting autonomy is
Page 261 and 262: they will learn, for what reason th
Page 263 and 264: Workshop 2: Learner Autonomy in the
Page 265 and 266: 16. I try to promote it by not answ
Page 267 and 268: 3. Using the above framework, what
Page 269 and 270: “I don’t feel students like to
Page 271 and 272: Workshop 5: Doing Teacher Research
Page 273 and 274: . However we collect data, we must
Page 275 and 276: 9Using e-learning to developintercu
Page 277 and 278: through English. This has resulted
Page 279 and 280: learning (for example Belz and Thor
Page 281 and 282: the ‘flow’ of each interview. T
Page 283 and 284: intercultural awareness in intercul
Page 285 and 286: Students’ course evaluation5.054.
Page 287 and 288: sometimes I don’t know how to exp
Page 289 and 290: Extract 9Niti: it will be useful
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Page 295 and 296: 5.04.54.03.53.02.52.01.51.00.50.0Qu
Page 297 and 298: Furthermore, in the interviews the
Page 299 and 300: Despite these limitations there are
Page 301 and 302: Notes1. Awareness in this definitio
Page 303 and 304: Suktrisul, S. (2004) Elearning in T
Page 305 and 306: You have also been asked to keep a
Page 307 and 308: you will consider why comparisons b
Page 309 and 310: B. It will allow me to meet and con
Page 311 and 312: 11. Culture and language are linked
Page 313 and 314: 7. I liked doing this course online
Page 315 and 316: Teaching and learning6. How would y
Page 317 and 318: 10‘Tanggap, tiklop, tago’(recei
Page 319 and 320: In what follows, thus, we first exp
Page 321 and 322: What do those with experience of de
Page 323 and 324: ecause the sound system is not func
Page 325 and 326: No. Question Mean SD7. Only trainin
Page 327 and 328: No. Question Mean SD12. Trainers sh
Page 329 and 330: I: The tendency is trainers will be
Page 331 and 332: focus group data, and some of the r
Page 333 and 334: Demonstration lessonsThe second mai
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Page 337 and 338: No matter how much you aspire for a
Page 339 and 340: was downed and most of the weakness
Page 341 and 342: Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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