Masaryk University Faculty of Arts

Download 287.99 Kb.
Size287.99 Kb.
1   2   3   4   5   6   7   8   9   10   11


Alatis, J. E. (2005). Kachru’s circles and the growth of professionalism in TESOL. English Today, 82(21), 25–34. Retrieved from:

Allen, H. B. (1973). Language Variation and TESOL. TESOL Quarterly, 7(1), 13–23. Retrieved from:

Alptekin, C., & Alptekin, M. (1984). The question of culture: EFL teaching in non-English-speaking countries. ELT Journal, 38(1), 14–20.

Alptekin, C. (2002). Towards Intercultural Communicative Competence in ELT. ELT Journal, 56(1). p. 57-64. Retrieved from:

Berns, M. (1995). English in the European Union. English Today, 11(3), 3-11. Retrieved from:

Berns, M. (2008). World Englishes, English as a lingua franca, and intelligibility. World Englishes, Vol. 27(3/4), 327–334. Retrieved from:

Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford, UK: Oxford University Press.

Canagarajah, A. S., & Wurr, A. J. (2011). Multilingual communication and language acquisition: New research directions. The Reading Matrix, 11(1), 1–15. Retrieved from:

Cogo, A., & Jenkins, J. (2010). English as a lingua franca in Europe: A mismatch between policy and practice. European Journal of Language Policy, 2(2), 271–293. Retrieved from:

Collins, B. S., & Mees, I. M. (2003). Practical Phonetics and Phonology: A Resource Book for Students. Abingdon, UK: Routledge.

Cruttenden, A. (2008). Gimson’s Pronunciation of English (7th ed.). London, UK: Hodder Education.

Cruttenden, A. (2014). Gimson’s Pronunciation of English (8th ed.). Abingdon, UK: Routledge.

Crystal, D. (1967). English Accents. English teaching, 1, 3–9. Retrieved from:

Crystal, D. (1997). English as a Global Language. Cambridge, UK: Cambridge University Press.

Crystal, D. (2001). The future of Englishes. In A. Burns, & C. Coffin (Eds.), Analysing English in Global Context. London, UK: Routledge. 53–64.

Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge, UK: Cambridge University Press.

Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge, UK: Cambridge University Press.

Crystal, D. (2004). The Past, Present, and Future of World English. In A. Gardt & B. Hueppauf (Eds.), Globalization and the Future of German. Berlin: Mouton de Gruyter, 27–45. Retrieved from:

Eurostat (2014). Foreign language learning statistics: tables and figures. Retrieved from:

Eurostat (2016). Foreign language learning statistics. Retrieved from: learning_statistics.

Galloway, N. & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386–96.

Gargesh, R. (2009). South Asian Englishes. In B. Kachru, Y. Kachru, & C. Nelson (Eds.), The Handbook of World Englishes (Vol. 48). Chichester, UK: John Wiley & Sons, 90–113.

Giles, H. and Smith, P. (1979) Accommodation Theory: Optimal Levels of Convergence. In H. Giles, & R. Claire, (Eds.), Language and Social Psychology. Oxford, UK: Basil Blackwell.

Jenkins, J. (1997). Changing priorities for successful communication in international contexts. SIG Selections 1997. Special Interests in ELT (IATEFL), 73–79.

Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language?. ELT Journal, 52(2), 119–126. Retrieved from:

Jenkins, J. (2000). The Phonology of English as an International Language. Oxford, UK: Oxford University Press.

Jenkins, J. (2003). World Englishes. A resource book for students. Abingdon, UK: Routledge.

Jenkins, J. (2004). ELF at the gate: the position of English as a Lingua Franca. Proceedings of the 38th IATEFL International Conference. Canterbury: IATEFL, 33–42. Retrieved from:

Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford, UK: Oxford University Press.

Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal 66(4), 486-94. Retrieved from:

Joseph, J. (1987). Eloquence and Power: The Rise of Language Standards and Standard Languages. London, UK: Frances Pinter.

Kachru, B. B. (1982). Models for non-native Englishes. In B. Kachru (ed.) The Other Tongue: English Across Cultures. Oxford, UK: Pergamon, 48–74.

Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the World: teaching and learning the language and literatures. Cambridge, UK: Cambridge University Press, 11–30.

Kachru, B. B. (1988). The sacred cows of English. English Today 16, 3–8. Retrieved from:

Kirkpatrick, A. (2007). World Englishes: Implication for International Communication and English Language Teaching. Cambridge, UK: Cambridge University Press.

Lambert, W. E., Hodgson, R.C., Gardner, R.C., & Fillenbaum, S.. (1960). Evaluational Reactions to Spoken Language. Journal of Abnormal and Social Psychology, 60, 44-51.

Leech, G. & Svartvik. J. (2006) English - One Tongue, Many Voices. London, UK: Palgrave Macmillan UK.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369377. Retrieved from:

Maděřičová, P. (2013). American English in teaching English and in awareness of learners at Czech schools (master’s thesis). Retrieved from:

Matsuda, A. (2003). Incorporating World Englishes in Teaching English as an International Language. TESOL Quarterly, 37(4), 719-729. Retrieved from:

Mesthrie, R., Swann J., Deumert A., & Leap W. L. (2011). Introducing sociolinguistics (2nd ed.). Edinburgh, UK: Edinburgh University Press. (Original work published 2009)

Ministry of Education, Youth and Sports (2013). RVP ZV - úplné znění upraveného RVP ZV s vyznačenými změnami [FEP BE - the full text of the modified FEP BE with highlighted changes]. Retrieved from:

Modiano, M. (1999). Standard English(es) and educational practices for the world’s lingua franca. English Today 15(4), 3-13. Retrieved from:

Modiano, M. (2009). Euro-Englishes. In B. Kachru, Y. Kachru, & C. Nelson (Eds.), The Handbook of World Englishes (Vol. 48). Chichester, UK: John Wiley & Sons, 223–239.

Morrison, R., & White, M. (2005). Nurturing global listeners: increasing familiarity and appreciation for world Englishes. World Englishes, 24(3), 361–370. Retrieved from:

Motschenbacher, H. (2013). New Perspectives on English as a European Lingua Franca. Amsterdam, NL: John Benjamins.

Moyer, A. (2013). Foreign Accent: The Phenomenon of Non-native Speech. Cambridge, UK: Cambridge University Press. Retrieved from:

Munro, M. J., & Derwing T. M. (1995a). Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners. Language Learning, 45(1), 73–97. Retrieved from:

Munro, M. J., & Derwing, T. (1995b). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language & Speech, 38, 289–306.

Munro, M. J., & Derwing T. M. (1997). Accent, Intelligibility, and Comprehensibility. Studies in Second Language Acquisition, 00(1), 1–16. Retrieved from:

Peckham, D. W., Kalocsai, K., Kovács, E. & Sherman, T. (2009, August) English as a Lingua Franca Can Promote Learning of Other Languages. LINEE News (4), 45. Retrieved from:

Quirk, R. (1990). Language varieties and standard language. English Today, 6(1), 3–10. Retrieved from:

Radwanska-Williams, J. (2003). An input-based approach to task design in teaching phonetics. Asian Journal of English Language Teaching, 13, 95–105.

Research Institute of Education in Prague (2013) Zavedením druhého povinného cizího jazyka na ZŠ se zlepší jazyková vybavenost žáků [Introducing a second compulsory foreign language in elementary schools will improve pupils’ language skills]. Prague:. Retrieved from: -mám tou použité??

Research Institute of Education in Prague (2007). The Framework Educational Programme for Basic Education. Retrieved from:

Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford, UK: Oxford University Press.

Smith, L. E., & Nelson, C. L. (2006). World Englishes and Issues of Intelligibility. In B. Kachru, Y. Kachru, & C. Nelson (Eds.), The Handbook of World Englishes (Vol. 48). Chichester, UK: John Wiley & Sons, 428–445.

Special Eurobarometer 386 (2012) Europeans and their Languages. Retrieved from:

Sung, Ch. Ch. M. (2015). Exposing learners to Global Englishes in ELT: some suggestions. ELT Journal, 69(2), 198–201. Retrieved from:

Svartvik, J. & Leech, G. (2006). English: One Tongue, Many Voices. Basingstoke, UK: Palgrave Macmillan.

Timmis, I. (2002). Native-speaker norms and International English: a classroom view. ELT Journal, 56(3), 240–249. Retrieved from:

Trudgill, P. (1999). Standard English: what is isn’t. In T. Bex, & R. Watts (Eds.), Standard English: The widening debate. Abingdon, UK: Routledge.

Trudgill, P. & Hannah, J. (2008). International English: A Guide to Varieties of Standard English. London, UK: Routledge.

Wardhaugh, R. (2010). An Introduction to Sociolinguistics (6th ed.). Chichester, UK: John Wiley & Sons.

Widdowson, H. G. (1994). The Ownership of English. TESOL Quarterly, 28(2), 377–389. Retrieved from:

Weinberger, S. (2015). Speech Accent Archive. George Mason University. Retrieved from


The present thesis explores the use of the English language as a lingua franca among speakers of different native languages and its implications on the character of the language, its speakers, and the learners. An alternative approach towards a less native-speaker oriented norms for language instruction is proposed. The purpose of this study was to determine whether the proposed orientation towards a more global representation of the language would meet the English language learners’ objectives in the Czech Republic regarding their accent. The research investigated the EFL learners’ attitudes towards ten varieties of English accent, towards non-native accents in general, and their views of standard pronunciation models.

The implementation of ELF orientation in ELT in the Czech Republic is connected to three areas. Both English learners and users are not aware of the diverse character of the language with many varieties. They are also not aware of the implications this has on ELT, most of them are influenced by the standard language ideology connected to the stress of native-accent acquisition. Negative prejudices towards foreign accents are common, especially relating to the lack of professionality and trustworthiness of the speakers.

The research findings have shown a correlation between the non-native accent familiarity and its tolerance. While many learners believe a non-native accent is undeniably connected to lack of comprehensibility, research has shown that many other linguistic and non-linguistic factors are involved in the listeners’ perceptions and it is strongly connected to their judgements. The proposed methods of intervention include exposure to non-native varieties in the classroom, raising the learners’ multicultural awareness and the awareness of the complexity of the English language and a focus on a more realistic international intelligibility with features of foreign accent.


Předložená práce zkoumá užívání anglického jazyka v roli lingua franca mezi mluvčími různých mateřských jazyků a jejího vlivu na charakter jazyka, jeho mluvčí a studenty. Pro výuku angličtiny práce navrhuje alternativní přístup, který není orientovaný na normy rodilých mluvčích. Účelem této studie bylo zjistit, zda by navrhovaný způsob pojetí angličtiny jako globálního jazyka uspokojil nároky studentů v České republice v ohledu přízvuku. Předmětem výzkumu bylo zjistit postoje studentů anglického jazyka vůči  anglickým přízvukům deseti mluvčích, dále vůči přízvukům nerodilých mluvčích obecně a jejich názory na standardní výslovnostní modely.

Zavedení konceptu anglického jazyka v roli lingua franca do jazykové výuky v České republice je spojen se třemi oblastmi. Studenti angličtiny nejsou seznámeni s rozmanitou povahou anglického jazyka a jejích mnoha podob. Také si nejsou vědomi, jaké důsledky má tento jev na jazykovou výuku a většina z nich je přesvědčena že rodilí mluvčí poskytují ideální vzor pro akvizici anglického přízvuku. Negativní předsudky vůči přízvukům cizinců jsou časté, jsou zejména spojovány s nedostatečnou profesionalitou a důvěryhodností daných mluvčích.

Výsledky výzkumu ukázaly, že pokud byl daný přízvuk nerodilého mluvčího posluchači povědomý, ovlivnilo to jeho toleranci vůči danému přízvuku. I když mnoho studentů věří, že přízvuky nerodilých mluvčích jsou nesporně spojeny se špatnou srozumitelností, výzkum ukázal, že vliv dalších faktorů ne přímo spojených s jazykem často hraje významnou úlohu v míře porozumění, které je pevně spjato s jejich úsudky o daných mluvčích. Jako možný způsob intervence je navrženo seznamování s jazykovými varietami ve výuce, zvyšování multikulturního povědomí studentů, povědomí o komplexnosti anglického jazyka a zaměření na realističtější výslovnostní cíl, který představuje „mezinárodní srozumitelnost“ s prvky cizího přízvuku.

List of figures

Figure 1. Kachru, B. (1982). Model of three concentric circles of English.

In Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge, UK: Cambridge University Press.

Figure 2. Seidlhofer, B. (2011). Conceptual differences between EFL and ELF.

In Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford, UK: Oxford University Press.

Figure 3. Number of respondents per age

Figure 4. The highest and the lowest mean ratings per category


Appendix I – Questionnaire in English - “Accents in English”

Appendix II – Questionnaire in Czech - “Přízvuky v mluvené angličtině“

Appendix III – Speech samples speakers’ details

Appendix IV – Sample group characteristics

Appendix V – English language use in situations per group

Appendix VI – The frequency of interactions per nationalities per group

Appendix VII – Evaluation of the speakers’ accents per group

CD-ROM with audio files and questionnaire data

Download 287.99 Kb.

Share with your friends:
1   2   3   4   5   6   7   8   9   10   11

The database is protected by copyright © 2022
send message

    Main page