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Selected poster presentations from the American Association of Applied Linguistics conference, Denver, USA, March 2020

Learners' attitudes toward English as an international language: For a much-needed innovation in English language teaching

Published online by Cambridge University Press:  24 August 2020

Natsuno Funada
Natsuno Funada*
Affiliation:
University of Oxford, Oxford, UK
*
*Email: natsuno.funada@education.ox.ac.uk
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Abstract

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Type
Research in Progress
Information
Language Teaching , Volume 53 , Issue 4 , October 2020 , pp. 533 - 536
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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References

Bowles, H., & Cogo, A. (2015). International perspectives on English as a lingua franca: Pedagogical insights. London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Educational Testing Service. (2020). The TOEIC ® Program. Retrieved from https://www.ets.org/toeicGoogle Scholar
Galloway, N. (2013). Global Englishes and English language teaching (ELT): Bridging the gap between theory and practice in a Japanese context. System, 41(3), 786–803.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Abingdon, UK: Routledge.CrossRefGoogle Scholar
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315.CrossRefGoogle Scholar
Kubota, R. (2018). Unpacking research and practice in world Englishes and second language acquisition. World Englishes, 37(1), 93–105.CrossRefGoogle Scholar
Marlina, R., & Giri, R. (2014). The pedagogy of English as an international language: Perspectives from scholars, teachers, and students. Cham, Switzerland: Springer International Publishing.CrossRefGoogle Scholar
Wang, Y., & Jenkins, J. (2016). ‘Nativeness’ and intelligibility: Impacts of intercultural experience through English as a lingua franca on Chinese speakers’ language attitudes. Chinese Journal of Applied Linguistics, 39(1), 38–58.CrossRefGoogle Scholar
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