Toward Global English Pronunciations: Korean Pre-Service Teachers’ Changes in Attitudes Toward the Lingua Franca Core and Accentedness

Le résumé fourni par la source

This study investigated the attitudes toward pronunciation of English as a Lingua Franca Core and foreign accentedness among Korean pre-service English teachers, with a focus on how these attitudes evolved during a 15-week course on World Englishes. The course introduced diverse English varieties and their accents, explored their formation, explained the concept of the Lingua Franca Core, addressed the distinction between speech accentedness and intelligibility, and emphasized the communicative value of English as an international language. These instructional themes were aligned with and addressed within the goals, core values, and competencies of the Korean National English Curriculum. Changes in attitudes were assessed across three components—affective, cognitive, and behavioral—using two pre- and post-surveys as well as an accentedness rating task to examine the multidimensional nature of language attitudes. The results showed that the participants displayed affective shifts, with a lower preference for Standard English and greater acceptance of World Englishes. They also evaluated their own Korean-accented English as more communicative, signaling an increase in positive affect toward global English varieties. They exhibited cognitive changes in their tolerance of pronunciation deviations from native norms; however, the attitudinal change was not substantial. In rating accentedness for Englishes from Inner, Outer, and Expanding Circles, the participants showed statistically significant changes; however, the effect size indicated that the change was negligible, suggesting that a semester-long intervention was insufficient to bring about behavioral changes in attitudes toward World Englishes.

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