Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China

• Published in: International journal of applied linguistics Vol. 30; no. 1; pp. 35 - 49
• Main Authors: Shang, Guowen, Xie, Fen
• Format: Journal Article
• Language: English
• Published: Oxford Blackwell Publishing Ltd 01.03.2020
• Subjects: Chinese English; EFL; English as a second language; English as a second language instruction; English teachers; environmental English; Language ideologies; Linguistic landscape; pedagogical value; Pedagogy; Public signs; Second language teachers; Semiotics; Teacher attitudes; teachers' beliefs; Teaching; 中式英语; 教学价值; 教师态度; 标牌英语; 英语作为外语学习; 语言景观; China
• ISSN: 0802-6106; 1473-4192
• DOI: 10.1111/ijal.12258

Numerous studies in linguistic landscape (LL) have shown that the languages displayed on signs in city space can provide a rich semiotic resource enabling language learning in “real‐life” situations. However, in a context where LL is often criticized for profusion of errors or substandard expressions, it is doubtful whether the LL still holds pedagogical appeals for language teachers. Taking English as a Foreign Language (EFL) teachers in China as research subjects, this study investigates their beliefs about the pedagogical values, if any, of English LL in Eastern China's city and school spaces. The survey and interview results reveal that EFL teachers acknowledge the educational roles of environmental English despite the discouraging voices in the circulating discourses. It is also found that due to the prevailing standard language ideology, the teachers have low tolerance for Chinese English on public signs. Moreover, these teachers show eagerness to turn from passive consumers to active creators of English schoolscape in order to create a learners‐customized English environment. These findings reaffirm the proposal that the LL in EFL context can function as a resource as well as an instrument for EFL teaching and learning. However, pedagogical application models for LL need to be developed in order to expand its educational contributions 许多语言景观研究指出,城市空间中的语言文字可以为语言学习提供真实而丰富的语言输入来源。然而，当城市空间的标牌上充斥语言错误或不规范表达时，语言景观对于语言学习是否有用便是一个值得探讨的课题。本文以中国东部地区的外语教师作为调查对象，考察他们对于标牌英语教学价值的感知和态度。问卷调查和访谈结果显示，尽管城市空间中的英语使用常常受到学界和媒体的批评，中国的英语教师认为标牌英语仍具有诸多教学应用价值。由于长期受到标准语言意志的影响，英语教师对于中式英语容忍度较低。此外，受访教师对于校园英语景观的建设表现出很高的积极性。本研究说明，在英语作为外语教学的语境中，语言景观既是一种教学资源也是一个教学工具。不过，语言景观在语言教学中的具体应用模式还需要继续拓展。