Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/76595
Title: Stakeholders' perceptions of language variation, English language teaching and language use : the case of Hong Kong
Authors: Chan, JYH 
Keywords: Language attitudes
Use of English
Cultural identity
Teaching model
English varieties
Hong Kong
Issue Date: 2017
Publisher: Taylor & Francis
Source: Journal of multilingual and multicultural development, 2017, v. 38, no. 1, p. 2-18 How to cite?
Journal: Journal of multilingual and multicultural development 
Abstract: This study examines Hong Kong major stakeholders' (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire statements, 10 factors were identified that corresponded with the stakeholders' knowledge and recognition of inner-circle vis-a-vis outer-/expanding-circle English varieties, real-life English use (e.g. exposure to language variation in contexts, interlocutor identity and difficulties in English communication), preferences of English varieties, perceptions of English teaching/learning and local cultural identity. Although the findings indicate an overall Anglophone-centric attitude among the participants, particularly in terms of the choice of teaching model, they also reveal differences in the participants' views and experience of language use depending on their education level, age and occupational background. One important discovery is the potential effect of one's academic ability on his or her perceptions of English varieties and learning. By comparing the responses of the various participant groups based on the sociolinguistic setting in Hong Kong, the paper discusses the implications of these findings for contemporary ELT and directions for future attitudinal research.
URI: http://hdl.handle.net/10397/76595
ISSN: 0143-4632
EISSN: 1747-7557
DOI: 10.1080/01434632.2016.1145226
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