Turkish EFL teachers' English as a Lingua Franca (ELF) awareness and attitudes towards native and non-native varieties of English

English has become the common language of today's world, with non-native speakers outnumbering native speakers. Since millions of people communicate successively without adhering to native speaker norms, these norms and standards have become questionable. The aim of the present study is to find out Turkish public school teachers' ELF awareness and attitudes towards native and non-native accents. A mixed-methods design was adopted in this study. Quantitative data were collected from 225 in-service teachers of English through a questionnaire and a judgement task. Besides, 15 participants voluntarily participated in the structured interviews. In addition to the interview questions, six different voice recordings from six different countries were utilised to gain a deeper understanding of the participants' accent awareness. The data obtained from the questionnaire, judgement task and accent study were analysed with SPSS using descriptive and inferential statistics, whereas the interviews were analysed thematically. According to the results, it was identified that most teachers were not accustomed to the Lingua Franca Core developed by Jennifer Jenkins. Moreover, their attitudes were directly related to their experience, the school level they worked at, and the department they graduated from. The study also revealed that the participants were inclined towards native speaker norms, although they were aware of the lingua franca status of the language and appreciated it. The findings of the current study may provide insightful evidence for ELF perceptions of Turkish teachers of English and may be helpful in designing curriculum or teacher training programmes. Keywords: Accent, Attitudes, English as a Lingua Franca (ELF) Awareness, In-Service Public School Teachers, Native and Non-Native Varieties