Rethinking language precision in the context of English as a global lingua franca: Pedagogical perspectives

Fikri Geçkinli

Makale detayları

Rethinking language precision in the context of English as a global lingua franca: Pedagogical perspectives

Yazarlar:

Fikri Geçkinli

Yayıncı:

Anadolu University

Ana Başlıklar:

Higher Education Studies (Other)

Dergi:

Anadolu University Journal of Education Faculty Vol.9 Issue 3, pp.211-222

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356200

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This study examines the use of English as a lingua franca ELF among non-native speakers, focusing on its role in enhancing communication and perceptions of non-standard lexical and grammatical features among tertiary-level preparatory school English teachers N  32 and students N  245. Using a mixed-methods approach involving questionnaires and interviews, students rated linguistic features such as dropping third person s e.g., he sits and non-standard use of articles e.g., he is best player on a five-point Likert scale to evaluate their acceptability. Quantitative findings indicate that students generally held neutral opinions on most items, with only one feature, being overly explicit e.g., black colour instead of black, deemed acceptable. In contrast, teachers identified five features as unacceptable, including confusing relative pronouns e.g., the place who and non-standard question tags e.g., he lives in the USA, isnt it?, while finding being overly explicit acceptable, and expressing neutrality on the rest. Qualitative data supported these results, with interview participants emphasizing the importance of mutual intelligibility over grammatical accuracy yet expressing concerns about the appropriateness of non-standard forms in formal contexts. While neither group fully endorsed non-standard English, they displayed a general acceptance of features that did not hinder comprehension, such as non-standard use of prepositions e.g., we are studying about.... These findings emphasize the complex attitudes of ELF users toward non-standard English usage in educational contexts.

 This study examines the use of English as a lingua franca ELF among non-native speakers, focusing on its role in enhancing communication and perceptions of non-standard lexical and grammatical features among tertiary-level preparatory school English teachers N  32 and students N  245. Using a mixed-methods approach involving questionnaires and interviews, students rated linguistic features such as dropping third person s e.g., he sits and non-standard use of articles e.g., he is best player on a five-point Likert scale to evaluate their acceptability. Quantitative findings indicate that students generally held neutral opinions on most items, with only one feature, being overly explicit e.g., black colour instead of black, deemed acceptable. In contrast, teachers identified five features as unacceptable, including confusing relative pronouns e.g., the place who and non-standard question tags e.g., he lives in the USA, isnt it?, while finding being overly explicit acceptable, and expressing neutrality on the rest. Qualitative data supported these results, with interview participants emphasizing the importance of mutual intelligibility over grammatical accuracy yet expressing concerns about the appropriateness of non-standard forms in formal contexts. While neither group fully endorsed non-standard English, they displayed a general acceptance of features that did not hinder comprehension, such as non-standard use of prepositions e.g., we are studying about.... These findings emphasize the complex attitudes of ELF users toward non-standard English usage in educational contexts.

 This study examines the use of English as a lingua franca ELF among non-native speakers, focusing on its role in enhancing communication and perceptions of non-standard lexical and grammatical features among tertiary-level preparatory school English teachers N  32 and students N  245. Using a mixed-methods approach involving questionnaires and interviews, students rated linguistic features such as dropping third person s e.g., he sits and non-standard use of articles e.g., he is best player on a five-point Likert scale to evaluate their acceptability. Quantitative findings indicate that students generally held neutral opinions on most items, with only one feature, being overly explicit e.g., black colour instead of black, deemed acceptable. In contrast, teachers identified five features as unacceptable, including confusing relative pronouns e.g., the place who and non-standard question tags e.g., he lives in the USA, isnt it?, while finding being overly explicit acceptable, and expressing neutrality on the rest. Qualitative data supported these results, with interview participants emphasizing the importance of mutual intelligibility over grammatical accuracy yet expressing concerns about the appropriateness of non-standard forms in formal contexts. While neither group fully endorsed non-standard English, they displayed a general acceptance of features that did not hinder comprehension, such as non-standard use of prepositions e.g., we are studying about.... These findings emphasize the complex attitudes of ELF users toward non-standard English usage in educational contexts.

 This study examines the use of English as a lingua franca ELF among non-native speakers, focusing on its role in enhancing communication and perceptions of non-standard lexical and grammatical features among tertiary-level preparatory school English teachers N  32 and students N  245. Using a mixed-methods approach involving questionnaires and interviews, students rated linguistic features such as dropping third person s e.g., he sits and non-standard use of articles e.g., he is best player on a five-point Likert scale to evaluate their acceptability. Quantitative findings indicate that students generally held neutral opinions on most items, with only one feature, being overly explicit e.g., black colour instead of black, deemed acceptable. In contrast, teachers identified five features as unacceptable, including confusing relative pronouns e.g., the place who and non-standard question tags e.g., he lives in the USA, isnt it?, while finding being overly explicit acceptable, and expressing neutrality on the rest. Qualitative data supported these results, with interview participants emphasizing the importance of mutual intelligibility over grammatical accuracy yet expressing concerns about the appropriateness of non-standard forms in formal contexts. While neither group fully endorsed non-standard English, they displayed a general acceptance of features that did not hinder comprehension, such as non-standard use of prepositions e.g., we are studying about.... These findings emphasize the complex attitudes of ELF users toward non-standard English usage in educational contexts.

Makale detayları

Rethinking language precision in the context of English as a global lingua franca: Pedagogical perspectives

Yazarlar:

Fikri Geçkinli

Yayıncı:

Anadolu University

Ana Başlıklar:

Higher Education Studies (Other)

Dergi:

Anadolu University Journal of Education Faculty Vol.9 Issue 3, pp.211-222

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356200

pISSN:

2602-2249

English as a lingua franca

non-native speakers

language correctness

non-standard features

acceptability

Sayı

Makale detayları

Rethinking language precision in the context of English as a global lingua franca: Pedagogical perspectives

Yazarlar: Fikri Geçkinli

Yayıncı: Anadolu University

Ana Başlıklar: Higher Education Studies (Other)

Dergi: Anadolu University Journal of Education Faculty Vol.9 Issue 3, pp.211-222

Belge Tipi: Makale

Yayın Tarihi: 11/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001356200

pISSN: 2602-2249

English as a lingua franca

non-native speakers

language correctness

non-standard features

acceptability

Sayı

Yazarlar:

Fikri Geçkinli

Yayıncı:

Anadolu University

Ana Başlıklar:

Higher Education Studies (Other)

Dergi:

Anadolu University Journal of Education Faculty Vol.9 Issue 3, pp.211-222

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356200

pISSN:

2602-2249