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Mr Daniel White


Department: Social Sciences

Since graduating from Liverpool John Moores University with a bachelor’s honours in media and cultural studies with marketing, I have held a number of positions ranging from marketing executive of a trading company in Beijing, to teaching English in Japan and South Korea. Fuelled by the enjoyable experience of teaching English for 3 years in the Far East, on return to the UK in 2008 I felt compelled to improve my skills and knowledge in English Language Teaching, and applied for an MA in Applied Linguistics at Northumbria University, graduating with distinction in Dec 2010. The focus of my dissertation was a study into teachers’ attitudes towards ELT training in regular UK primary schools.

Impressed by the facilities and staff at Northumbria University and motivated to conduct further research in Applied Linguistics, I decided to apply for a PhD Scholarship in Applied Linguistics at the university focusing on research of World Englishes, and was honoured to be offered a place on the programme beginning October 2010.

Other areas of interest include English language teaching policy, second language acquisition, and learning strategies which I like to inform by studying Japanese, Mandarin Chinese and Spanish in my spare time.


  • BA Media and Cultural Studies with Marketing, Liverpool John Moores University
  • MA Applied Linguistics for TESOL, Northumbria University
  • CELTA Qualified Teacher

Research Themes and Scholarly Interests


Title: English, and cross-cultural attitudes in China, Japan and Korea

My research investigates the cross-cultural attitudes of Chinese, Japanese and Korean university students towards English speakers in South and East Asia. The study has a cross-disciplinary focus, utilising both indirect and direct methodologies emerging from the fields of sociolinguistics and social psychology, with the aim of measuring language attitudes towards “non-native” speakers of English in the expanding circle, in addition to stereotypes held towards national groups in the region.

Findings of the study suggest that stereotypes held towards national groups have an effect upon listeners’ evaluations of the way those national groups speak English at a subconscious level, i.e. regardless of speakers’ perceived group membership. In addition, the study found that Korean informants were significantly more critical towards both their own, and other, national groups and speakers of English, highlighting cultural differences in psychological outlook such as pessimism, self-criticism and perfectionism.

The study argues that the findings have pedagogical implications, where educators need to be aware of strategies for reducing negative stereotyping in order to maximise learners’ success in inter-cultural communication, and that the individual cultures of English language learners need to be considered separately in order to design specific teaching strategies to deal with cultural issues that may hinder success in acquiring the language, and communicating effectively.

Sponsors and Collaborators


Dr Robert McKenzie

Graham Hall


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