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 giáo viên sinh viên khoa Sư Phạm Tiếng Anh, ĐHNN – ĐHQGHN định hướng ngữ phi ngữ giảng dạy Tiếng Anh ngơn ngữ trung gian tồn 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 Ngơ Hữu Hịang 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 end of the spectrum, a much larger number of respondents express flexible and tolerant attitudes towards the adoption of new varieties of English, especially in pronunciation and culture dimensions Despite some encouraging results, a lingering aspiration to the achievement of native-like competence can be sensed via the students‟ majority preference of native English-speaking teachers and Vietnamese teachers‟ self-doubt and feelings of inferiority This study‟s results hopefully can develop a glimpse of Vietnamese current language education so that some measured pedagogical developments can be achieved Keywords Phương pháp giảng dạy; Tiếng Anh; Bản ngữ Content The paper is developed into three main parts: PART I is Introduction This part includes general details that serve as the research background leading to the formation of research needs The impetus for the study and a brief review of some key studies in the field were discussed prior to the introduction of research objectives, research questions, the scope and its significance PART II – Development is divided into three chapters Chapter - Theoretical background is devoted to the clarification of important theoretical issues It is comprised of two sub-sections: (1) Key concepts in ELF (providing the definition of some key terms in ELF) and (2) Native model versus Non-native model (reviewing current research and controversies related to NESTs and NNESTs, the native-speaker Model and non-native speaker Model) Chapter is Research Methodologies, which explains the context, the selection of participants, the research approach as well as specific methods used in data collection and data analysis Chapter is Findings Analysis and Discussion The findings from the questionnaire and interview are presented, described and interpreted PART III is Conclusion and Recommendations This part includes the summary of key points developed throughout the paper, the pedagogical recommendations, the explanation of study limitations, and finally some suggestions for further studies to all of those who share the similar interest in the issue References In English Adamson, B (2004) China’s English A history of English in Chinese education Hong Kong SAR, China: University of Hong Kong Press Aguilar, M J C (2007) Dealing with Intercultural Communicative Competence in the Foreign Language Classroom In E A Soler & M P S Jordà (Eds.), Intercultural Language Use and Language Learning (pp 59-78): Springer Netherlands Aliakbari, M (2002) Linguistic Imperialism, linguistic democracy and English language teaching Retrieved on July 17th, 2012 from www.stc.arts.chula.ac.th/ITUA/ /Linguistic%20Imperialism.pdf Alptekin, C (1993) Target-language culture in ELT materials ELT Journal, 47/2, 136143 Baker, W (2009) The Cultures of English as a lingua franca TESOL Quarterly 43/4, 567- 592 Barratt, L & E Kontra (2000) Native English-speaking teachers in cultures other than their own TESOL Journal 9/3, 19-23 Bieswanger, M (2007) Language and Education In Bieswanger (2008) Bieswanger, M (2008) Varieties of English in current English language teaching Stellenbosch in Linguistics 38, 27-47 Bloomfield, L (1933) Language New York: Holt Rinehart Winston Bolton, K (2003) Chinese Englishes Cambridge: CUP Bolton, K (2004) World Englishes In A Davies & C Elder (Eds.), The handbook of applied linguistics Oxford: Blackwell Braine, G (1999) Non-native educators in English Language Teaching Mahwah, NJ: Lawrence Erlbaum Braine, G (2004) The non-native English-speaking professionals’ movement and its research foundations In Kamhi-Stein (Ed.), 9-24 Brown, H D (1994) Teaching by Principle: An interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brown, A., Deterding, D., and Ee Ling, L (2000) The English language in Singapore Research on pronunciation Singapore: Singapore Association for Applied Linguistics Brumfit, C.J (Ed.) 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