Native and Non-Native approaches to teaching
English as a Global Lingua Franca as
perceived by teachers and students at the
Faculty of English Language Teacher
Education, ULIS – VNU
Quan điểm của giáo viên và sinh viên khoa Sư
Phạm Tiếng Anh, ĐHNN – ĐHQGHN về định
hướng bản ngữ và phi bản ngữ trong giảng dạy
Tiếng Anh như một ngôn ngữ
trung gian toàn cầu

Đỗ Thị Minh Ngọc

University of Languages and International Studies
M.A. Thesis. English Language Teaching Methodology; Mã số: 60 14 10
Supervisor : Dr. Ngô Hữu Hòang
Năm bảo vệ: 2012

Abstract. The world‟s current movement towards teaching and learning English as a
default medium of international contacts has led to some revolutionary changes, first
and foremost, in perceptions of the native model. Many recommendations have been
made to move beyond the native speaker norms, and this trend is supported by not
only native but also nonnative English-speaking researchers and educators all around
the world. The conservative loyalty to the native speaker model, however, still
survives, especially in outer and expanding circle countries, including Vietnam. With
an attempt to contribute a classroom perspective to the issue, the researcher conducted
a survey on 100 students and 25 teachers at the Faculty of English Language Teacher
Education (ULIS – VNU) combined with focus group interviews so as to investigate
their perceptions of native and non-native approaches to ELT. The findings show such
divided opinions. At one extreme, a minority of FELTE teachers and learners hold a
strong belief that the native model should be the benchmark of perfection. At the other


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