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Abstract
The debate over models for language learning and use continues in the field of English language education. Opponents of ‘native’ speaker (NS) norms have put forth proposals suggesting alternative models (e.g. Jenkins’ lingua franca core), while supporters of traditional NS norms have resisted on a number of grounds, including appeals to learners’ preferences. Past research has found learner support for NS norms, and authors have interpreted this as a need for continued use of NS norms. However, the issue warrants further research, in particular longitudinal, qualitative (or mixed-methods) research such as that employed in this study. Such an approach is particularly strong in revealing that participants’ preferences and attitudes are highly complex, ambivalent, and contradictory. In particular, the study uncovered several factors that appear to confound learners’ preferences: (1) the effect of time spent in and exposure to contexts of English use, (2) whether learners feel NS norms represent abstract ideals or practical targets, (3) the extent to which learners aim to emulate NS norms (fully or partially), and (4) the influences of others’ expectations. Future research using such an approach is necessary to help clarify the role of these factors in accounting for learners’ preferences.
Acknowledgements
The research presented in this paper was funded in part by a grant from the Joseph W. and Marcella S. Hollis Fund. In addition, I would like to thank Mary-Theresa Seig for her guidance on this project. I am also very appreciative of Hae Sung Yang, Constantin Schreiber, Staci Defibaugh, and two anonymous reviewers for their comments on the paper. Last but certainly not least, I would like to thank the participants for their time and dedication to the project.