本研究探討台灣職前、在職英語教師對「世界性英語」的察覺；在此範疇下，他們對於口音及發音教學的見解。本研究採用了質化與量化並重之方式包括敘述性統計、推論性統計及質化資料。從北北基中五所綜合大學的中等教育學程及十三所公、私立中學蒐集了職前及在職老師共二百二十五份問卷， 十六場半結構式訪談。本研究發現中等教育學程、英語系、教育部和教師研習進修對於「世界性英語」推廣不足，導致職前及在職老師尚未完全熟稔此觀念。然而，職前及在職老師是從生活經驗、準備及參加英語檢定考試和大眾傳播媒體之方式，了解到「世界性英語」。雖然職前及在職老師已經了解到英語的所有權早已超越國界，他們在選擇聽力教材時，仍偏好使用母語人士所錄製的內容。教師們表示在學生熟悉標準英語後，他們才願意讓學生接觸到各種不同的英語口音。教師們進一步地指出可能會阻礙推動英語課綱所提出新學習目標的困難。再者，職前及在職老師對於自身英語口音和發音的要求比他們對學生的要求更加嚴格。對於發音教學，學生應該學習KK音標以利達到可讓人理解的發音。「世界性英語」的概念應更加地於教育學程及教師研習進修中被推廣，以利教育部於十二年國教英語課綱推行「世界性英語」之教學目標。

This study investigated the awareness of Taiwanese pre-service teachers and in-service teachers towards Global Englishes. Their attitude toward and perceptions of accents and pronunciations instructions in the realm of Global Englishes were explored. This study surveyed 225 pre-service and in-service teachers in total, with 16 semi-structured interviews from five comprehensive universities and 13 secondary schools in The Taipei–Keelung metropolitan area. The mixed methods included descriptive statistics, inferential statistics, and qualitative data. The findings show the inadequacy of the promotion of Global Englishes to pre-service teachers and in-service teachers by Educational programs, English departments, the MOE, and continuing education for teachers. However, prior exposure to the concept of Global Englishes was observed through informal channels such as life experiences, preparing for and taking English proficiency tests, and mass media. Although participants realize the ownership of English is beyond national boundaries, they are still inclined to choose materials spoken by people from the Inner Circle. Nonetheless, pre-service teachers and in-service teachers are willing to expose students to different English varieties once their leaners are accustomed to Standard Englishes. They also pointed out certain difficulties may impede the implementation of the learning objective stated in the curricula for English. Furthermore, pre-service teachers and in-service teachers have stricter standards in terms of their own accents and pronunciations than those they set for their students. As for pronunciation instruction, students are encouraged to learn K.K. phonetic symbols to reach a better intelligibility. To help the MOE fulfill the implementation of Global Englishes, the concept of Global Englishes is recommended at teacher training programs to prepare for the upcoming curricula for English.

TABLE OF CONTENTS

Acknowledgement …………………………………………………………………....i
Chinese Abstract  ……………………………………………………………………ii
English Abstract  …………………………………………………………………....iii
Table of Contents …………………………………………………………………….v
List of Tables and Figure……………………………………………………………..vii


Chapter One: Introduction…………………………………………………………. 1
   Background and Motivation.....................................................................................1
Statement of the Problem and the Purpose…………………………………...……9
Significance of the Study…………………………………………………………13
Definition of Terms………………………………………………………………14


Chapter Two: Literature Review…..........................................................................18
Definition of Global Englishes…………………………………………………...18
   Definition of World Englishes (WE)	………………………………………..21
   Definition of English as a Lingua Franca (ELF)…………………………………23
   Definition of English as an International Language (EIL)……………………….25            
 Studies on Global Englishes WE, ELF and ELF………………………. ……...27
     Students’ perceptions of ELF, WE and Global Englishes…………………….. 27
Students’ and teachers’ perceptions of EIL, and attitude to English varieties…31
WE, ELF/EIL and Teacher Education…………………………………………34
Globalization and English Education in Taiwan…………………………………36
The Curricula for English Guidelines……………………………………………47
English Curriculum Development in Taiwan……………………………………48
Teacher Education Programs in Taiwan…………………………………………51


Chapter Three: Methodology……………………………………………………..54
Research Questions……………………………………………………………...54
Participants……………………………………………………………………...55
Data Collection Procedure……………………………………………………...66
Pilot Study……………………………………………………………………66
Formal Study…………………………………………………………………67
Instruments……………………………………………………………………...69
Questionnaire…………………………………………………………………69
Semi-structured Interviews……………………………………………….......71
Data Analysis……………………………………………………………………72


Chapter four: Results……………………………………………………………..73
Research Question 1: Where do participants know Global Englishes?.................75
Research Question 2: How do Teachers Understand and View 
Global Englishes?..................................................................................................85
Research Question 3: What Varieties will be Chosen for 
Teaching Listening?...............................................................................................94
Research Question 4: What are Difficulties of the Implementation?....................99
Research Question 5: Teachers’ Opinions toward 
Accents and Pronunciations…………………………………………………….107
What are Teachers’ Definitions of Correct Pronunciation?.............................108
How do Teachers Evaluate their Own Accents and Pronunciations?...............111
What are Teachers’ Perceptions of Accent and Pronunciation Instructions?...120


Chapter Five: Discussion and Conclusion……………………………………...136
Summary and Discussion of the Major Findings……………………………...136
Ways to Learn Global Englishes……………………………………………138
Teachers’ Understanding and Views of Global Englishes…………………..144
English Varieties Chosen for Teaching Listening…………………………...150
Difficulties of the Implementation…………………………………………..153
Correct Pronunciation……………………………………………………….158
Teachers’ Self-Evaluation of Accent and Pronunciation…………………….159
Teachers’ Perception of Accent and Pronunciation Instructions…………….163
Pedagogical Implications………………………………………………………171
Limitations of the Study……………………………………………………….174
Suggestions for Future Studies………………………………………………...175


References………………………………………………………………………...177

Appendices………………………………………………………………………..191


	LIST of TABLES and FIGURE	
Table 1…………………………………………………………………………. 57
Table 2…………………………………………………………………………. 59
Table 3…………………………………………………………………………. 62
Table 4…………………………………………………………………………. 66
Table 5…………………………………………………………………………. 75
Table 6…………………………………………………………………………. 80
Table 7…………………………………………………………………………. 87
Table 8…………………………………………………………………………. 94
Table 9…………………………………………………………………………. 112
Table 10………………………………………………………………………... 125
Table 11…………………………………………………………………………133
Figure 1………………………………………………………………………… 23

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