How Do WE Address the Instructors in the Expanding Circle? Perspectives from Turkish EFL Speakers

Ahmet Can Uyar; İsmail Yaman

doi:10.18492/dad.1372683

EN TR

How Do WE Address the Instructors in the Expanding Circle? Perspectives from Turkish EFL Speakers

Abstract

This paper explores the linguistic forms preferred by Turkish speakers of English to address instructors in academic settings. Far from the norm-referenced approach which focuses on labeling non-native-like practices as failures, this study casts light on the underlying mechanisms of the identified address preferences from a variationist point of view. To this end, 140 Turkish speakers of English as a foreign language reported the address forms they preferred on a discourse completion task. Next, ten participants were semi-structurally interviewed to reveal the motives behind their preferences. The results yielded that Turkish language and culture were mirrored on L2 English address practices through code-switching and translating. Along with the finding that the participants repudiated the address norms of the Inner Circle varieties of English, it was discussed that this can be a sign of a developing system of addressing in Turkish English as a variety in the Expanding Circle.

Keywords

Ethical Statement

Çalışmanın katılımcıları tamamen gönüllülük esasına dayalı olarak çalışmaya katılmışlardır. Çalışma öncesinde kendilerine çalışma hakkında bilgi verilmiş, gönüllülük esası gözetilmiş ve işleyişte etik ilkelere riayet edilmiştir.

References

Arik, B.T. (2020). English in Turkey: A sociolinguistic profile. World Englishes, 39(3), 514– 527. https://doi.org/10.1111/weng.12488
Ataman, H. A. (2018). Türkiye Türkçesinde hitaplar [Unpublished doctoral dissertation]. Ondokuz Mayıs University.
Avadallah, A. M. & Uylaş, S. (2010). Fıkra türünün Arap ve Türk edebiyatlarındaki yeri. Turcology Research, 17(42), 147-174.
Burt, S. M. (2015). There’s not a lot of negotiation. Address terms in an academic department. In M. Terkourafi (Ed.), Interdisciplinary perspectives on im/politeness (pp. 71-90). Amsterdam: John Benjamins Publishing Company.
Clyne, M., Norrby, C., & Warren, J. (2009). Language and human relations: Styles of address in contemporary language. New York: Cambridge University Press.
Dickey, E. (1997). Forms of address and terms of reference. Journal of Linguistics, 33(2), 255-274.
Dunkling, L. (1990). A dictionary of epithets and terms of address. New York: Routledge.
Formentelli, M. (2009). Address strategies in a British academic setting. Pragmatics, 19(2), 179-196.

Formentelli, M. (2018). Strategies of address in English lingua franca (ELF) academic interactions. Linguistics and Literature Studies 6(6), 298-306.
Formentelli, M., & Hajek, J. (2016). Address practices in academic interactions in a pluricentric language: Australian English, American English, and British English. Pragmatics, 26(4), 631-652.
Hickey, R. (2013). Honor and respect: The official guide to names, titles, and forms of address. Columbia: The Protocol School of Washington.
Holberg, A. (1994). Forms of address: A guide for business and social use. Houston: Rice University Press.
Ishihara, N., & Cohen, A. (2010). Learners’ pragmatics: potential causes of divergence. In N. Ishihara and A. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 75-96). Harlow, UK: Pearson.
Kachru, B. B. (1986). The alchemy of English: The spread, functions and models for non-native Englishes. Oxford: Oxford University Press.
Kökpınar Kaya, E. (2012). An analysis of the addressing terms used in Turkish society in the interface of alienation and intimacy. Studia Uralo-Altaica, 49, 303–309.
Lasan, I. (2021). Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211055086
Leech, G. (2014). The pragmatics of politeness. New York: Oxford University Press.
Lindqvist, N., & Soler, J. (2022). World Englishes in ELT textbooks in Swedish upper-secondary schools. World Englishes, 00, 1– 16. https://doi.org/10.1111/weng.12599
Mackey, A., & Gass, S. M. (2013). Stimulated recall methodology in second language research. New York: Routledge.
Mendes de Oliveira, M. (2017). Sociopragmatic failure revisited: the case of intercultural communication between Brazilians and Americans. RBLA, Belo Horizonte, 17(2), 307-334.
Özcan, F. H. (2016). Choice of address terms in conversational setting. International Journal of Human Sciences, 13(1), 982-1002.
Ronowicz, E. A. (1992). Intercultural problems in teaching forms of address to Polish learners of English as a second language. Australian Review of Applied Linguistics, 15(1), 85-94.
Rose, H., McKinley, J., & Baffoe-Djan, J. B. (2020). Data collection research methods in applied linguistics. London: Bloomsbury.
Ubanako, V. N. (2021). Address forms among Anglophone students and lecturers in The University of Yaoundé 1: A socio-pragmatic approach. In E. L. Veyu and S. A. Mforteh (Eds.), Globalisation and transitional ideologies: Moving the margins through language and literature (pp. 328-344). Dallas, Texas: Ken Scholars.
Webster, J. (1988). Forms of address for correspondence and conversation. London: Templar Publishing.
Wright, S. (2009). Forms of address in the college classroom. In W. Ahrens, S. M. Embleton and A. Lapierre (Eds.), Names in multilingual, multicultural and multiethnic contact: Proceedings of the 23rd international congress of onomastic sciences. Toronto: York University.

Details

Primary Language

English

Subjects

Linguistic Performance Science , Linguistic Structures (Incl. Phonology, Morphology and Syntax) , Sociolinguistics , Linguistics (Other)

Journal Section

Research Article

Authors

Ahmet Can Uyar ^*
0000-0003-2438-9877
Türkiye

İsmail Yaman
0000-0003-1323-4909
Türkiye

Publication Date

June 30, 2024

Submission Date

October 7, 2023

Acceptance Date

May 20, 2024

Published in Issue

Year 1970 Volume: 35 Number: 1

DOI

https://doi.org/10.18492/dad.1372683

IZ

https://izlik.org/JA48WT84RM

Cite

RIS / Bibtex

APA

Uyar, A. C., & Yaman, İ. (2024). How Do WE Address the Instructors in the Expanding Circle? Perspectives from Turkish EFL Speakers. Dilbilim Araştırmaları Dergisi, 35(1), 115-132. https://doi.org/10.18492/dad.1372683

How Do WE Address the Instructors in the Expanding Circle? Perspectives from Turkish EFL Speakers

How Do WE Address the Instructors in the Expanding Circle? Perspectives from Turkish EFL Speakers

Abstract

Keywords

Genişleyen Daire’de Öğretim Elemanlarına Hitap Biçimleri Üzerine: Yabancı Dil Olarak İngilizce Konuşan Türk Bireylerin Görüşleri

Öz

Anahtar Kelimeler

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite