This study examines student opinions into teacher use of English as a lingua franca as a second language to teach a third language. This research focuses on student recognition of the benefits of specific teacher uses of English as a lingua franca, student preferences of specific teacher uses of English as a lingua franca, and potential attitudinal effects of teacher use of English as a lingua franca. Thirty eight Korean university students participated in this study by completing a questionnaire. The data were analyzed through Mann Whitney U tests, a Borda count, chi-squared goodness of fit tests, and descriptive statistics. The results revealed students held the different uses in a similar and positive light but did not prefer uses that perform a social function. The results also showed students did not perceive of much positive attitudinal benefit (anxiety, connection to the teacher, and motivation). Nor did the students indicate teacher use of English as a lingua franca causes the students to lose face or feel that their mother tongue is disrespected. Classroom implications and limitations are discussed.

Shim, Young-sook. 2015. “An analysis of ELF-oriented features in Korean middle school English textbooks”. The Sociolinguistic Journal of Korea 23(3). 147~176. This study examined how ELF-oriented features were incorporated into English textbooks used in Korean middle schools. A total of 213 dialogues and 214 reading texts presented in 21 textbooks were analyzed from the perspective of English as a global language. The analysis of the data revealed the following findings. First, most of the textbook dialogues took place between either English native speakers or an English native speaker and a Korean speaker, with the number of dialogues involving non-Korean ESL or EFL speakers remaining very low. Second, nearly all the audio-recordings of the dialogues and the reading texts presented American English accent regardless of the nationalities and cultural backgrounds of the speakers or narrators in the materials. Lastly, a considerable portion of the reading texts contained topics or situations that can potentially enhance learners' interculturality, though ELF-related issues were rarely addressed in the texts. Based on the findings, this paper suggested some implications for ELF-based English education in Korean context.