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This ground-breaking work is a detailed account of an innovative
and in-depth study of the attitudes of in excess of 500 Japanese
learners towards a number of standard and non-standard as well as
native and non-native varieties of English speech. The research
conducted refines the investigation of learner attitudes by
employing a range of pioneering techniques of attitude measurement.
These methods are largely incorporated from the strong traditions
that exist in the fields of social psychology and second language
acquisition and utilize both direct and indirect techniques of
attitude measurement. The author locates the findings in the
context of the wealth of literature on native speaker evaluations
of languages and language varieties. The study is unique in that
the results provide clear evidence of both attitude change and high
levels of linguistic awareness among the informants of social and
geographical diversity within the English language. These findings
are analyzed in detail in relation to the global spread of English
as well as in terms of the pedagogical implications for the choice
of linguistic model employed in English language classrooms both
inside and outside Japan. The issues examined are of particular
interest to educators, researchers and students in the fields of
applied linguistics, TESOL, second language acquisition, social
psychology of language and sociolinguistics. The pedagogical and
language policy implications of the findings obtained make
essential reading for those with a specific focus on the role of
the English language and English language teaching, both in Japan
and beyond.
This timely volume constitutes the first book-length account of
implicit as well as explicit language attitudes. The book is unique
in its examination of implicit-explicit attitude divergence, across
a range of social factors, to identify the direction of language
attitude change in progress, and the particular social groups
leading attitude change. The volume provides a comprehensive
understanding of language-based prejudice in England and the study
paves the way for researchers to employ newly developed implicit
and explicit measures to investigate language attitudes and
language attitude change in a range of contexts
This ground-breaking work is a detailed account of an innovative
and in-depth study of the attitudes of in excess of 500 Japanese
learners towards a number of standard and non-standard as well as
native and non-native varieties of English speech. The research
conducted refines the investigation of learner attitudes by
employing a range of pioneering techniques of attitude measurement.
These methods are largely incorporated from the strong traditions
that exist in the fields of social psychology and second language
acquisition and utilize both direct and indirect techniques of
attitude measurement. The author locates the findings in the
context of the wealth of literature on native speaker evaluations
of languages and language varieties. The study is unique in that
the results provide clear evidence of both attitude change and high
levels of linguistic awareness among the informants of social and
geographical diversity within the English language. These findings
are analyzed in detail in relation to the global spread of English
as well as in terms of the pedagogical implications for the choice
of linguistic model employed in English language classrooms both
inside and outside Japan. The issues examined are of particular
interest to educators, researchers and students in the fields of
applied linguistics, TESOL, second language acquisition, social
psychology of language and sociolinguistics. The pedagogical and
language policy implications of the findings obtained make
essential reading for those with a specific focus on the role of
the English language and English language teaching, both in Japan
and beyond.
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