Stakeholders’ perceptions of language variation, English language teaching and language use: the case of Hong Kong

Abstract

ABSTRACTThis study examines Hong Kong major stakeholders’ (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire statements, 10 factors were identified that corresponded with the stakeholders’ knowledge and recognition of inner-circle vis-à-vis outer-/expanding-circle English varieties, real-life English use (e.g. exposure to language variation in contexts, interlocutor identity and difficulties in English communication), preferences of English varieties, perceptions of English teaching/learning and local cultural identity. Although the findings indicate an overall Anglophone-centric attitude among the participants, particularly in terms of the choice of teaching model, they also reveal differences in the participants’ views and experience of language use depending on their education level, age and occupational background. One important discovery is the potential effect of one's academic ability on his or her perceptions of English varieties and learning. By comparing the responses of the various participant groups based on the sociolinguistic setting in Hong Kong, the paper discusses the implications of these findings for contemporary ELT and directions for future attitudinal research.