EIL

The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.

Considering the pluricentricity of English language and more orientation towards intelligibility in multilingual and multicultural contexts, this article presents an attempt to explore 480 Outer Circle (OC) and Expanding Circle (EC) learners’ attitudes towards pronunciation and varieties of English within the framework of global Englishes. Adopting a questionnaire accompanied by interviews with some participants, the analysis shows the degree to which acceptance of pronunciation and pluricentricity of English vary among learners. In particular, the EC participants’ exonormativity was found to be greater. The results also highlight the concept of “identity” and nativism myth which shows native-like preference anchors more in EC learners’ attitudes compared to OC participants. This article argues that English learners must be made aware of the realities of today’s English and global English ownership which can be really helpful to instigate a paradigm shift in language learning to make sure that it is reflective of how English functions globally and all varieties of English in different cultures are respected.

Learning English for Specific Purposes (ESP) aims to equip its learners to communicate in the multicultural work domain. The new emphases in learning ESP at the university level include the evolution of ESP itself over the last 50 years, and the challenges that ESP students face in speaking English. Conversely, the prevalence of World Englishes (WEs) in university contexts has made it relevant to TEIL. Because ESP aims to equip learners with practical communication skills, English Language Teaching (ELT) programmers must consider alternative approaches to address ESP students' speaking problems. This study explores the effectiveness of WEs conceptualization on ESP students' speaking achievements. It involved 11 teachers and 155 ESP learners from universities. They completed the WEs conceptualization questionnaires and a Preliminary Speaking Sample test. The study selected male and female samples with high mid and low conceptualization. Two-way ANOVA analysis confirms a statistically significant interaction of WEs conceptualization and gender on ESP students speaking, which reinforces the applicability of WEs in ESP classes. Knowledge about WEs develops teachers'/students' conceptualization of sociolinguistic truths and enhances speaking. The knowledge of WES has made it an applicable multicultural solution. Its sociolinguistic and pedagogical outcomes benefit ESP students, curriculum developers, and in-service teachers.