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Article
Author(s)
Anna Maria De Bartolo
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DOI:10.17265/2159-5836/2022.01.009
Affiliation(s)
University of Calabria, Rende-Cosenza, Italy
ABSTRACT
The study attempts to explore native and non-native English speakers’ attitudes towards accents and pronunciation-related issues. The sample group surveyed is composed of non-native English speakers, specifically, Italian students studying at the University of Calabria (Italy) and native English speakers from Alberta University (Canada) and Florida Atlantic University (USA). An online link to a questionnaire was sent via email to all participants and was used as a research instrument to collect quantitative data. The research questions will investigate learners’ attitudes in relation to the following aspects: accent and identity, beliefs about native/non-native accents, impact of pronunciation on communication, and learners’ expectations towards pronunciation teaching. Firstly, mean scores in relation to the aforementioned aspects will be examined. Secondly, differences between native/non-native speakers’ responses will be statistically analysed. Thirdly, non-native learners’ responses will be correlated with their proficiency level in English to identify the extent to which language competence may affect learners’ attitudes. The study aims to gain useful insights that may hopefully raise students and teachers’ awareness of what models we expect learners to imitate and attain in the English language classroom, how appropriate and relevant these may be especially in the globalized English world where non-native speakers will increasingly use English in a diversity of forms to achieve their communicative goals. The preliminary results will be presented and pedagogical considerations suggested.
KEYWORDS
accents and pronunciation, ELF, intercultural communication, native/non-native English speakers, attitudes
Cite this paper
Journal of Literature and Art Studies, January 2022, Vol. 12, No. 1, 87-102
References
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Baker, W. (2015). Culture and identity through English as a Lingua Franca: rethinking concepts and goals in intercultural communication. Berlin/Boston: de Gruyter. https://doi.org/10.1515/9781501502149
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Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39, 34–41.
Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis, & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching conference (pp. 255-264). Ames, IA: Iowa State University.
Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 1-19.
Campos, M. V. (2011). A critical interrogation of the prevailing teaching model(s) of English pronunciation at teacher-training college level: A Chilean evidence-based study. Literatura y Lingüística, 23, 213-236.
Dalton-Puffer, C., Kaltenboeck, G., Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128.
Derwing, T. M., Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Deterding, D. (2005). Listening to estuary English in Singapore. TESOL Quarterly, 39, 425-440.
Dovidio, J. F., Gluszek, A., Ditlmann, J. M. S., & Lagunes, P. (2010). Understanding bias toward Latinos: Discrimination, dimensions of difference, and experience of exclusion. Journal of Social Issues, 66(1), 59-78.
Flege, J. E., Takagi, N., & Mann, V. (1995). Japanese adults can learn to produce English /r/ and /l/ accurately. Language and Speech, 38, 25-56.
Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada. TESL Canada Journal, 29, 1-22.
Foote, J., Trofimovich, P., Collins, L., & Soler Urzua, F. (2016). Pronunciation teaching practices in communicative second language classes. Language Learning Journal, 44, 181-196. doi:10.1080/09571736.2013.784345.
Fraser, H. (2000). Teaching pronunciation. http://wwwpersonal.une.edu.au/∼hfraser/pronunc.htm.
Grau, M. (2008). English as an international language—What do future Teachers have to say?. In C. Gnutzmann (Ed.), The globalisation of English and the English language classroom. Clevedon: Multilingual Matters.
Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223.
Hanzlikova, D., & Skarnitzl, R. (2017). Credibility of native and non-native speakers of English revisited: Do non-native listeners feel the same? Research in Language, 15(3), 285-298.
He, D., & Li, D. (2009). Language attitudes and linguistic features in the ‘China English’ debate. World Englishes, 28, 70-89.
Henderson, A. (2013). The English pronunciation teaching in Europe survey: Initial results and useful insights for collaborative work. In E. Waniek-Klimczak, & L. R. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 123-136). Berlin/Heidelberg: Springer Berlin Heidelberg.
Henderson, A., Frost, D., Tergujeff, E., et al. (2012). The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10, 5-27.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.
Jenkins, J. (2003). Intelligibility in lingua franca discourse. In J. Burton & C. Clennell (Eds.) Interaction and language learning, (pp. 83-97). Alexandria, VA: TESOL.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543. doi:10.2307/3588493.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494. https://doi.org/10.1093/elt/ccs040.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rd ed.). London: Routledge. https://doi.org/10.4324/9781315761596.
Kachru, B. (1992). The other tongue. English across cultures. Urbana and Chicago: University of Illinois Press.
Kang, O., & Rubin, D. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28(4), 441-456.
Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and senior high school students. Second Language Studies (pp. 1-58). Manoa: University of Hawaii.
Larsen-Freeman, D. (2012) Complex systems and technemes. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching. Cambridge: Cambridge University Press.
Lindemann, S. (2005). Who speaks Broken English? US undergraduates’ perceptions of Non-native English. International Journal of Applied Linguistics, 15(2), 187–212 doi:10.1111/ijal.2005.15.issue-2.
Lindemann, S. (2011). Who’s unintelligible? The perceiver’s role. Issues in Applied Linguistics, 18(2), 223-232.
Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Macdonald, S. (2002). Pronunciation: Views and practices of reluctant teachers. Prospect, 17, 3-18.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. New York: Routledge.
Matsuda, A. (2012). Principles and practices of teaching English as an international language. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847697042-002 .
McCrocklin, S., Blanquera, K. P., & Loera, D. (2018). Student perceptions of university instructor accent in a linguistically diverse area. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, Sept 2017, University of Utah, Salt Lake City, UT, 141-150.
McKay, S. L. (2012). Teaching materials for English as an international language. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 70-83). Bristol: Multilingual Matters,. https://doi.org/10.21832/9781847697042.
Munro, M. J. (2003). A primer on accent discrimination in the Canadian context. TESL Canada Journal, 20, 38-51.
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45, 73-97.
Munro, M. J., Flege, J. E., MacKay, I. R. A. (1996). The effects of age of second language learning on the production of English vowels. Applied Psycholinguistics, 17, 313–334.
Murphy, J. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269. doi:10.1016/j.system.2013.12.007.
Pickering, L. (2008). Speaking English the Malaysian Way—Correct or Not?. English Today, 219-233.
Rajadurai, J. (2007). Ideology and intelligibility. World Englishes, 26(1), 87-98.
Scales J., Wennerstrom A., Richard D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 15-738. doi:10.2307/40264305.
Seidlhofer, B. (2008). Standard future or half-baked quackery? Descriptive and pedagogic bearings on the globalisation of English. In C. Gnutzmann & F. Intemann (Eds.), The globalisation of English and the English language classroom (2nd edition) (pp. 159-173). Tuebingen: Narr Francke Attempto Verlag.
Setter, J., & Jenkins, J. (2015). State of the art review article. Language Teaching, 38, 1-17 doi:10.1017/S026144480500251X.
Sifakis, N. C., & Sougari, A. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek State school teachers’ beliefs. TESOL Quarterly, 39(3), 467-488.doi:10.2307/3588490.
Smit, U., & Dalton, C. (2000). Motivation in advanced EFL pronunciation learners. IRAL, 38, 3/4, 229-246.
Smith, L., & Nelson, C. (2006). World Englishes and issues of intelligibility. In B. Kachru, Y. Kachru, & C. Nelson (Eds.), The Handbook of World Englishes (pp. 428-445). Oxford: Blackwell.
Tamimi Sa’d, S. H. (2018). Learners’ views of (non)native speaker status, accent, and identity: an English as an international language perspective. Journal of World Languages, 5(1), 1-22, DOI: 10.1080/21698252.2018.1500150.
Thir, V. (2016). Rethinking pronunciation teaching in teacher education from an ELF Perspective. VIEWS Vienna English working papers, 25, 1-29. http://anglistik.univie.ac.at/views/.
Timming, A. R. (2017). The effect of foreign accent on employability: A study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs. Work, Employment and Society, 31,(3), 409-428.
Timmis, I. (2002). Native-Speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249. doi:10.1093/elt/56.3.240.
Waniek-Klimczak, E. (2013). It’s all in teachers’ hands: The English pronunciation teaching in Europe survey from a Polish perspective. In D. Gabryś-Barker, E. Piechurska-Kuciel, & J. Zybert (Eds.), Investigations in teaching and learning languages (pp. 245-259). Heidelberg: Springer International Publishing.
Zoghbor, W. S. (2014). English varieties and Arab learners in the Gulf Cooperation Council (GCC) Countries: Attitude and perception. AWEJ, 5(2), 167-186.
Baker, W. (2015). Culture and identity through English as a Lingua Franca: rethinking concepts and goals in intercultural communication. Berlin/Boston: de Gruyter. https://doi.org/10.1515/9781501502149
Bamgbose, A. (1998). Torn between the norms: innovations in world Englishes. World Englishes, 17(1), 1-14.
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39, 34–41.
Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis, & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching conference (pp. 255-264). Ames, IA: Iowa State University.
Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 1-19.
Campos, M. V. (2011). A critical interrogation of the prevailing teaching model(s) of English pronunciation at teacher-training college level: A Chilean evidence-based study. Literatura y Lingüística, 23, 213-236.
Dalton-Puffer, C., Kaltenboeck, G., Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128.
Derwing, T. M., Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Deterding, D. (2005). Listening to estuary English in Singapore. TESOL Quarterly, 39, 425-440.
Dovidio, J. F., Gluszek, A., Ditlmann, J. M. S., & Lagunes, P. (2010). Understanding bias toward Latinos: Discrimination, dimensions of difference, and experience of exclusion. Journal of Social Issues, 66(1), 59-78.
Flege, J. E., Takagi, N., & Mann, V. (1995). Japanese adults can learn to produce English /r/ and /l/ accurately. Language and Speech, 38, 25-56.
Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada. TESL Canada Journal, 29, 1-22.
Foote, J., Trofimovich, P., Collins, L., & Soler Urzua, F. (2016). Pronunciation teaching practices in communicative second language classes. Language Learning Journal, 44, 181-196. doi:10.1080/09571736.2013.784345.
Fraser, H. (2000). Teaching pronunciation. http://wwwpersonal.une.edu.au/∼hfraser/pronunc.htm.
Grau, M. (2008). English as an international language—What do future Teachers have to say?. In C. Gnutzmann (Ed.), The globalisation of English and the English language classroom. Clevedon: Multilingual Matters.
Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223.
Hanzlikova, D., & Skarnitzl, R. (2017). Credibility of native and non-native speakers of English revisited: Do non-native listeners feel the same? Research in Language, 15(3), 285-298.
He, D., & Li, D. (2009). Language attitudes and linguistic features in the ‘China English’ debate. World Englishes, 28, 70-89.
Henderson, A. (2013). The English pronunciation teaching in Europe survey: Initial results and useful insights for collaborative work. In E. Waniek-Klimczak, & L. R. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 123-136). Berlin/Heidelberg: Springer Berlin Heidelberg.
Henderson, A., Frost, D., Tergujeff, E., et al. (2012). The English pronunciation teaching in Europe survey: Selected results. Research in Language, 10, 5-27.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.
Jenkins, J. (2003). Intelligibility in lingua franca discourse. In J. Burton & C. Clennell (Eds.) Interaction and language learning, (pp. 83-97). Alexandria, VA: TESOL.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543. doi:10.2307/3588493.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494. https://doi.org/10.1093/elt/ccs040.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rd ed.). London: Routledge. https://doi.org/10.4324/9781315761596.
Kachru, B. (1992). The other tongue. English across cultures. Urbana and Chicago: University of Illinois Press.
Kang, O., & Rubin, D. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28(4), 441-456.
Kawanami, K. (2009). Evaluation of World Englishes among Japanese junior and senior high school students. Second Language Studies (pp. 1-58). Manoa: University of Hawaii.
Larsen-Freeman, D. (2012) Complex systems and technemes. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching. Cambridge: Cambridge University Press.
Lindemann, S. (2005). Who speaks Broken English? US undergraduates’ perceptions of Non-native English. International Journal of Applied Linguistics, 15(2), 187–212 doi:10.1111/ijal.2005.15.issue-2.
Lindemann, S. (2011). Who’s unintelligible? The perceiver’s role. Issues in Applied Linguistics, 18(2), 223-232.
Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Macdonald, S. (2002). Pronunciation: Views and practices of reluctant teachers. Prospect, 17, 3-18.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. New York: Routledge.
Matsuda, A. (2012). Principles and practices of teaching English as an international language. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847697042-002 .
McCrocklin, S., Blanquera, K. P., & Loera, D. (2018). Student perceptions of university instructor accent in a linguistically diverse area. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, Sept 2017, University of Utah, Salt Lake City, UT, 141-150.
McKay, S. L. (2012). Teaching materials for English as an international language. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 70-83). Bristol: Multilingual Matters,. https://doi.org/10.21832/9781847697042.
Munro, M. J. (2003). A primer on accent discrimination in the Canadian context. TESL Canada Journal, 20, 38-51.
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45, 73-97.
Munro, M. J., Flege, J. E., MacKay, I. R. A. (1996). The effects of age of second language learning on the production of English vowels. Applied Psycholinguistics, 17, 313–334.
Murphy, J. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269. doi:10.1016/j.system.2013.12.007.
Pickering, L. (2008). Speaking English the Malaysian Way—Correct or Not?. English Today, 219-233.
Rajadurai, J. (2007). Ideology and intelligibility. World Englishes, 26(1), 87-98.
Scales J., Wennerstrom A., Richard D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 15-738. doi:10.2307/40264305.
Seidlhofer, B. (2008). Standard future or half-baked quackery? Descriptive and pedagogic bearings on the globalisation of English. In C. Gnutzmann & F. Intemann (Eds.), The globalisation of English and the English language classroom (2nd edition) (pp. 159-173). Tuebingen: Narr Francke Attempto Verlag.
Setter, J., & Jenkins, J. (2015). State of the art review article. Language Teaching, 38, 1-17 doi:10.1017/S026144480500251X.
Sifakis, N. C., & Sougari, A. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek State school teachers’ beliefs. TESOL Quarterly, 39(3), 467-488.doi:10.2307/3588490.
Smit, U., & Dalton, C. (2000). Motivation in advanced EFL pronunciation learners. IRAL, 38, 3/4, 229-246.
Smith, L., & Nelson, C. (2006). World Englishes and issues of intelligibility. In B. Kachru, Y. Kachru, & C. Nelson (Eds.), The Handbook of World Englishes (pp. 428-445). Oxford: Blackwell.
Tamimi Sa’d, S. H. (2018). Learners’ views of (non)native speaker status, accent, and identity: an English as an international language perspective. Journal of World Languages, 5(1), 1-22, DOI: 10.1080/21698252.2018.1500150.
Thir, V. (2016). Rethinking pronunciation teaching in teacher education from an ELF Perspective. VIEWS Vienna English working papers, 25, 1-29. http://anglistik.univie.ac.at/views/.
Timming, A. R. (2017). The effect of foreign accent on employability: A study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs. Work, Employment and Society, 31,(3), 409-428.
Timmis, I. (2002). Native-Speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249. doi:10.1093/elt/56.3.240.
Waniek-Klimczak, E. (2013). It’s all in teachers’ hands: The English pronunciation teaching in Europe survey from a Polish perspective. In D. Gabryś-Barker, E. Piechurska-Kuciel, & J. Zybert (Eds.), Investigations in teaching and learning languages (pp. 245-259). Heidelberg: Springer International Publishing.
Zoghbor, W. S. (2014). English varieties and Arab learners in the Gulf Cooperation Council (GCC) Countries: Attitude and perception. AWEJ, 5(2), 167-186.