High school language division students’ perceptions of English as a Lingua Franca

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Zeynep Yücedağ
Ali Karakaş


This study aims to discover the perceptions of high school language division students towards English as a lingua franca in a Turkish province. For this purpose, a descriptive survey method was chosen via using a questionnaire consisting of 13 questions. The responses were rated on a 4-point Likert scale. The data were gathered from 85 students of three high schools in the fall term of the 2018/19 school year. Being analysed descriptively, the data revealed that most students believed in the importance of teachers’ teaching standard English pronunciation to students and that language teachers should teach good grammar to their students. In spite of the students’ strong-willed attitude towards pronunciation, they reported that their teachers seemed to have a higher expectation of their performance in grammar. The results also showcased that language division students desired their teachers to attach much importance to both pronunciation and grammar. Furthermore, as far as gender is concerned, more females than males perceived that native English speaking teachers (NESTs) are more effective teachers for language students, suggesting that government hire NESTs to teach English in Turkey. In conclusion, the findings suggest that the students strongly cling to normative perceptions about English as if it was still the language spoken primarily by native English speakers.


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Yücedağ, Z., & Karakaş, A. (2019). High school language division students’ perceptions of English as a Lingua Franca. Focus on ELT Journal, 1(1), 27–42. https://doi.org/10.14744/felt.2019.00003