Abstract

This study explored Korean university students’ beliefs and perspectives on different English varieties, and their transformation in learner perceptions with respect to English learning, diversity in the English language, and learning of different English varieties over the course of a semester. On two occasions, Korean university students (N = 127) who were enrolled in different sections of a required English-language course completed a questionnaire evaluating different accented English speech samples (American, Indian, Italian, and Korean) and another questionnaire pertaining to learner beliefs about English learning and perceptions and learning of different English varieties. Results of the accent evaluation show that despite no significant difference in the level of message comprehension, the Korean students demonstrated favourable attitudes towards the varieties of their compatriots and of the American English speaker of English over the Indian and Italian speakers. Results of the perception questionnaire administered twice in the semester show positive changes in learner beliefs about English learning and perceptions of different English varieties. Commentary data provide additional insights into the learners’ attitudinal changes as a result of the semester-long instruction. Pedagogical implications are discussed with respect to broadening learners’ perspectives on the English language and its use around the world.

摘要

这项研究探讨了韩国大学生对不同英语品种的信念和观点，以及他们在一个学期中对英语学习，英语多样性以及学习不同英语品种的学习者观念的转变。韩国大学生有两次（N = 127）参加了必修英语课程的不同部分的学生，他们完成了一份问卷调查表，该问卷调查表评估了不同口音的英语语音样本（美国，印度，意大利和韩国），以及另一份与学习者对英语学习观念和认知以及对英语学习的看法有关的问卷调查不同的英语品种。口音评估的结果表明，尽管消息理解水平没有显着差异，但韩国学生对同胞和美国英语为英语的人表现出比印度和意大利人更好的态度。本学期两次进行的知觉问卷调查结果显示，学习者对英语学习的信念和对不同英语品种的看法的积极变化。注释数据为学习者由于整个学期的教学态度变化提供了更多见解。在扩大学习者对英语及其在世界范围内使用的观点方面，讨论了教学的意义。