Native and Non-Native approaches to teaching English as a Global Lingua Franca as perceived by teachers and students at the Faculty of English Language Teacher Education, ULIS – VNU

Native and Non-Native approaches to teaching
English as a Global Lingua Franca as
perceived by teachers and students at the
Faculty of English Language Teacher
Education, ULIS – VNU
Quan điểm của giáo viên và sinh viên khoa Sư
Phạm Tiếng Anh, ĐHNN – ĐHQGHN về định
hướng bản ngữ và phi bản ngữ trong giảng dạy
Tiếng Anh như một ngôn ngữ
trung gian toàn cầu

Đỗ Thị Minh Ngọc

University of Languages and International Studies
M.A. Thesis. English Language Teaching Methodology; Mã số: 60 14 10
Supervisor : Dr. Ngô Hữu Hòang
Năm bảo vệ: 2012

Abstract. The world‟s current movement towards teaching and learning English as a
default medium of international contacts has led to some revolutionary changes, first
and foremost, in perceptions of the native model. Many recommendations have been
made to move beyond the native speaker norms, and this trend is supported by not
only native but also nonnative English-speaking researchers and educators all around
the world. The conservative loyalty to the native speaker model, however, still
survives, especially in outer and expanding circle countries, including Vietnam. With
an attempt to contribute a classroom perspective to the issue, the researcher conducted
a survey on 100 students and 25 teachers at the Faculty of English Language Teacher
Education (ULIS – VNU) combined with focus group interviews so as to investigate
their perceptions of native and non-native approaches to ELT. The findings show such
divided opinions. At one extreme, a minority of FELTE teachers and learners hold a
strong belief that the native model should be the benchmark of perfection. At the other

end of the spectrum, a much larger number of respondents express flexible and
tolerant attitudes towards the adoption of new varieties of English, especially in
pronunciation and culture dimensions. Despite some encouraging results, a lingering
aspiration to the achievement of native-like competence can be sensed via the
students‟ majority preference of native English-speaking teachers and Vietnamese
teachers‟ self-doubt and feelings of inferiority. This study‟s results hopefully can
develop a glimpse of Vietnamese current language education so that some measured
pedagogical developments can be achieved.
Keywords. Phương pháp giảng dạy; Tiếng Anh; Bản ngữ
Content.
The paper is developed into three main parts:
PART I is Introduction. This part includes general details that serve as the
research background leading to the formation of research needs. The impetus for the
study and a brief review of some key studies in the field were discussed prior to the
introduction of research objectives, research questions, the scope and its significance.
PART II – Development is divided into three chapters.
Chapter 1 - Theoretical background is devoted to the clarification of
important theoretical issues. It is comprised of two sub-sections: (1) Key concepts in
ELF (providing the definition of some key terms in ELF) and (2) Native model versus
Non-native model (reviewing current research and controversies related to NESTs and
NNESTs, the native-speaker Model and non-native speaker Model)
Chapter 2 is Research Methodologies, which explains the context, the
selection of participants, the research approach as well as specific methods used in data
collection and data analysis.
Chapter 3 is Findings Analysis and Discussion. The findings from the
questionnaire and interview are presented, described and interpreted.
PART III is Conclusion and Recommendations. This part includes the
summary of key points developed throughout the paper, the pedagogical
recommendations, the explanation of study limitations, and finally some suggestions
for further studies to all of those who share the similar interest in the issue.

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