日本女性英语学习者从菲律宾和西方英语教师那里获得“无口音”英语的两阶段学习

IF 1.3 2区文学 Q2 COMMUNICATION

Language & Communication Pub Date : 2023-07-01 DOI:10.1016/j.langcom.2023.05.004

Yoko Kobayashi

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引用次数: 0

摘要

这项研究对100名日本女性进行了问卷调查，她们参加了由菲律宾和西方英语教师教授的在线和面对面两种形式的英语课程，这些教师在日本英语教学行业具有不同的优势。分析他们决定在哪个学习阶段学习什么类型和模式的课程以及为什么，该研究讨论了预期和意外的学习模式和推理如何与以下全球问题有关：（1）全球英语教师劳动力市场的等级多元化；（2）日本/菲律宾妇女在新自由主义学习/教学英语作为向上流动工具的世界中的特权/边缘化。

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Japanese female English learners’ two-stage learning from Filipino and Western English teachers to acquire “accent-free” English

This study conducted a questionnaire survey with 100 Japanese women who have taken English lessons in two formats, online and in-person, taught by both Filipino and Western English teachers whose different advantages are featured in Japan's English teaching industry. Analyzing their decisions on what types and modes of lessons to take at which learning stage and why, the study discusses how both expected and unexpected learning patterns and reasonings pertain to global issues of (1) the hierarchical diversification in the global English teacher labor market and (2) the privilege/marginalization of Japanese/Filipino women in the world of neoliberal learning/teaching of English as a tool for upward mobility.

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来源期刊

Language & Communication Multiple-

CiteScore

3.40

自引率

6.70%

发文量

期刊介绍： This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.