Second language errors and features of world Englishes

Hamid, M. Obaidul and Baldauf Jr., Richard B. (2013) Second language errors and features of world Englishes. World Englishes, 32 4: 476-494. doi:10.1111/weng.12056

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Author Hamid, M. Obaidul
Baldauf Jr., Richard B.
Title Second language errors and features of world Englishes
Journal name World Englishes   Check publisher's open access policy
ISSN 0883-2919
1467-971X
Publication date 2013-12
Sub-type Article (original research)
DOI 10.1111/weng.12056
Open Access Status
Volume 32
Issue 4
Start page 476
End page 494
Total pages 19
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Collection year 2014
Language eng
Formatted abstract
While exocentric norms (e.g. British and American English) informed by a second language acquisition (SLA) perspective are prevalent in the Outer Circle, there is a growing recognition of local varieties of Englishes belonging to the world Englishes (WE) paradigm. However, what constitutes an error or a varietal feature is hard to decide, particularly in the absence of codification of non-native Englishes in many Outer Circle contexts. Yet, distinguishing between errors and varietal features is a pedagogical requirement for correcting learners’ errors and nurturing their linguistic creativity. Although the WE literature suggests criteria to determine the status of neologisms, these have their limitations. On the other hand, insufficient attention has been given to the agency of English teachers who are in a critical position to mediate language standards and their variations. Against this background, this paper reports a small-scale study involving practising English teachers in Bangladesh to provide a pedagogical perspective on error/innovation issues. Acknowledging the underlying complexity, we argue that understanding teachers’ perspectives should be seen as an important research agenda to address learner English/L2 variety issues in L2 pedagogy.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Mon, 25 Nov 2013, 11:15:26 EST by Claire Backhouse on behalf of School of Education