184
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The native speaker model and language learners: developing a measurement instrument

ORCID Icon
Pages 106-123 | Received 29 Apr 2022, Accepted 09 Dec 2022, Published online: 30 Jan 2023

References

  • Alexandrov, A. (2010). Characteristics of single item measures in Likert scale format. The Electronic Journal of Business Research Methods, 8(1), 1–12.
  • Benson, J., & Clark, F. (1982). A guide for instrument development and validation. American Journal of Occupational Therapy, 36(12), 789–800.
  • Bonher, G., & Wänke, M. (2002). Attitudes and attitude change. Hove, UK.: Psychology Press.
  • Boonsuk, Y., & Ambele, E. (2020). Who ‘owns English’ in our changing world? Exploring the perception of Thai university students in Thailand. Asian Englishes, 22(3), 297–308.
  • Breckenridge, Y., & Erling, E. J. (2011). The native speaker English teacher and the politics of globalization in Japan. In P. Seargeant (Ed.), English in Japan in the era of globalization (pp. 80–100). London: Palgrave Macmillan.
  • Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106–148.
  • Brutt-Griffler, J., & Samimy, K. K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99–106.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
  • Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Bristol, Blue Ridge Summit: Multilingual Matters.
  • Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77–86.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(10), 1–9.
  • DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Los Angeles: Sage.
  • Dewaele, J.-M. (2018). Why the dichotomy ‘L1 Versus LX user’ is better than ‘Native versus non-native speaker’. Applied Linguistics, 39, 236–240.
  • Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38, 3–4.
  • Fabrigar, L. R., Wegener, D. T., Maccallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299.
  • Fairbrother, L. (2014). Conflicting discourses of native-speakerism during the hiring process at a Japanese university. In S. A. Houghton, D. J. Rivers, & K. Hashimoto (Eds.), Native-speakerism and beyond: Constructing the vision of the post-native-speakerist language teacher. Proceedings of the 1st and 2nd International Symposia on native-speakerism 2014 (pp. 61–74).
  • Fasold, R. (1984). The Sociolinguistics of Society. Oxford: Basil Blackwell.
  • Field, A. P. (2018). Discovering statistics using SPSS. London: Sage.
  • Garrett, P. (2010). Attitudes to language. Cambridge: Cambridge University Press.
  • Geluso, J. (2013). Negotiating a professional identity: Non-Japanese teachers of English in pre- tertiary education in Japan. In D. J. Rivers & S. Houghton (Eds.), Native-speakerism in Japan: Intergroup dynamics in Foreign Language Education (pp. 90–102). Bristol, UK: Multilingual Matters.
  • Giles, H., & Billings, A. (2004). Assessing language attitudes: Speaker evaluation studies. In A. Davies & C. Elder (Eds.), Handbook of applied linguistics (pp. 187–209). Oxford: Blackwell Publishing Ltd.
  • Gnutzmann, C. (2009). Language for specific purposes vs. general language. In K. Knapp, B. Seidlhofer, & H. Widdowson (Eds.), Handbook of foreign language communication and learning (pp. 517–544). New York: Mouton de Gruyter.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis: A global perspective (7th ed.). Harlow: Pearson Prentice Hall.
  • Hashimoto, K. (2013). The construction of the ‘Native Speaker’ in Japan’s educational policies for TEFL. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 156–165). Bristol, UK: Multilingual Matters.
  • Hashimoto, K. (2018). Mother tongue speakers” or “native speakers”?: Assumptions surrounding the teaching of Japanese as a foreign language in Japan. In S. A. Houghton & K. Hashimoto (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 61–78). Singapore: Springer.
  • Heimlich, E. (2013). The meaning of Japan’s role of professional foreigner. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (Bristol, UK) (pp. 166–176).
  • He, D., & Li, D. S. (2009). Language attitudes and linguistic features in the ‘China English’ debate. World Englishes, 28(1), 70–89.
  • Hino, N. (2012). Endonormative models of EIL for the expanding circle. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 28–43). Bristol, UK: Multilingual Matters.
  • Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. (2004). SPSS explained. London: Routledge.
  • Holliday, A. (2003). Social autonomy: Addressing the dangers of culturism in TESOL. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures (pp. 110–126). Basingstoke, UK: Palgrave Macmillan.
  • Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
  • Honna, N., & Takeshita, Y. (1998). On Japan’s propensity for native speaker English: A change in sight. Asian Englishes, 1(1), 117–134.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340.
  • Houghton, S. A., & Hashimoto, K. (2018). Preface. In S. A. Houghton & K. Hashimoto (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. xvii–xviii). Singapore: Springer.
  • Huttayavilaiphan, R. (2021). Thai university students’ beliefs about English language teaching and learning and awareness of Global Englishes. International Online Journal of Education and Teaching (IOJET), 8(4), 2276–2296.
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151.
  • Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
  • Kirkpatrick, A. (2006). Which model of English: Native speaker, nativized or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world (pp. 71–83). London: Continuum.
  • Kirkpatrick, A. (2007). Linguistic imperialism? English as a global language. In M. Hellinger & A. Pauwels (Eds.), Handbook of applied linguistics: Language diversity and change (Vol. 9, pp. 331–365). Berlin: Mouton de Gruyter.
  • Kirkpatrick, A. (2010). Researching English as a Lingua Franca in Asia: The Asian Corpus of English(ACE) project. Asian Englishes, 13(1), 4–18.
  • Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44(2), 212–224.
  • Kirkpatrick, A., & Xu, Z. (2002). Chinese pragmatic norms and ‘China English’. World Englishes, 21(2), 269–279.
  • Lambert, W. E., Hodgson, R. C., Gardner, R. C., & Fillenbaum, S. (1960). Evaluational reactions to spoken languages. The Journal of Abnormal and Social Psychology, 60(1), 44–51.
  • Leeming, P., & Harris, J. (2022). Measuring foreign language students’ self-determination: A Rasch validation study. Language Learning, 72(3), 646–694.
  • Loewen, S., & Gonulal, T. (2015). Exploratory factor analysis and principal components analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 182–212). New York: Routledge.
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40, 16–25.
  • McGee, O. (2020, September 26). The reasons why Japanese students don’t pronounce English properly. Japan Today. https://japantoday.com/category/features/opinions/the-reason-why-japanese-students-don’t-pronounce-english-properly
  • Mishima, M. (2017). Is native-speakerism dead?: Japanese English Language learners’ perceptions about ideal English accents to learn. The Journal of Rikkyo University Language Center, 38, 49–61.
  • Mollin, S. (2006). Euro English. Assessing variety status. Tübingen: Gunter Narr.
  • Mori, K., & Mori, H. (2013). Japanese are modest even when they are winner: Competence ratings of winner and losers in social comparison. Psychology, 4(11), 827–830.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  • Nunnally, J. C., & Bernstein, I. H. (1994). The assessment of reliability. Psychometric Theory, 3, 248–292.
  • O’Rourke, N., & Hatcher, L. (2013). A step-by-step approach to using SAS for factor analysis and structural equation modeling (2nd ed.). Cary, North Carolina: SAS Press.
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program. Berkshire, UK: Open University Press.
  • Rajagopalan, K. (2004). The concept of World English and its implications for ELT. ELT Journal, 58(2), 111–117.
  • Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation and inheritance. ELT Journal, 44(2), 97–101.
  • Rivers, D. (2011). Politics without pedagogy: Questioning linguistic exclusion. ELT Journal, 65(2), 103–113.
  • Rivers, D. (2013). Native-speakerism and the betrayal of the native speaker language-teaching professional. In D. J. Rivers & K. Zotzmann (Eds.), Isms in language education: Oppression, intersectionality and emancipation (pp. 74–97). Berlin: deGruyter.
  • Rivers, D. (2018). Contemporary English language teachers’ views on native-speakerism-in-context. In S. A. Houghton, D. J. Rivers, & K. Hashimoto (Eds.), Beyond native-speakerism. Current explorations and future visions (pp. 82–96). New York: Routledge.
  • Sasayama, S. (2013). Japanese college students’ attitudes towards Japan English and American English. Journal of Multilingual and Multicultural Development, 34(3), 264–278.
  • Sauro, J., & Lewis, J. R. (2011). When designing usability questionnaires, does it hurt to be positive? The proceedings of SIGCHI Conference on human factors in computing systems, Vancouver, Canada, 2215–2224.
  • Speelman, D., Spruyt, A., Impe, L., & Geeraerts, D. (2013). Language attitudes revisited: Auditory affective priming. Journal of Pragmatics, 52, 83–92.
  • Tanaka, F. (2010). A survey-based study of Japanese university student attitudes toward EIL and implications for the future of English education in Japan. Asian Englishes, 13(1), 48–71.
  • Tokumoto, M., & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30(3), 392–408.
  • Van Sonderen, E., Sanderman, R., & Coyne, J. C. (2013). Ineffectiveness of reverse wording of questionnaire items: Let’s learn from cows in the rain. Plos One, 8(7). doi:10.1371/journal.pone.0068967
  • Yano, Y. (2011). English as an international language and ‘Japanese English. In English in Japan in the era of globalization (pp. 125–142). Basingstoke, UK: Palgrave Macmillian.
  • Young, M. Y. C. (2006). Macao students’ attitudes toward English: A post-1999 survey. World Englishes, 25(3/4), 479–490.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.