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Journal articles on the topic 'Accent teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Posten, Harry O. "Accent on Teaching Materials." American Statistician 39, no. 2 (1985): 126–27. http://dx.doi.org/10.1080/00031305.1985.10479412.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 39, no. 3 (1985): 208. http://dx.doi.org/10.1080/00031305.1985.10479432.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 40, no. 1 (1986): 45–46. http://dx.doi.org/10.1080/00031305.1986.10475354.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 41, no. 1 (1987): 58–59. http://dx.doi.org/10.1080/00031305.1987.10475445.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 41, no. 3 (1987): 220–21. http://dx.doi.org/10.1080/00031305.1987.10475486.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 43, no. 2 (1989): 121–22. http://dx.doi.org/10.1080/00031305.1989.10475634.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 43, no. 4 (1989): 244. http://dx.doi.org/10.1080/00031305.1989.10475668.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 45, no. 2 (1991): 141–45. http://dx.doi.org/10.1080/00031305.1991.10475789.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 46, no. 3 (1992): 226–27. http://dx.doi.org/10.1080/00031305.1992.10475890.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 46, no. 4 (1992): 304–6. http://dx.doi.org/10.1080/00031305.1992.10475914.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 47, no. 1 (1993): 40–42. http://dx.doi.org/10.1080/00031305.1993.10475932.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 47, no. 2 (1993): 120–21. http://dx.doi.org/10.1080/00031305.1993.10475954.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 47, no. 4 (1993): 277–79. http://dx.doi.org/10.1080/00031305.1993.10475998.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 48, no. 2 (1994): 129–31. http://dx.doi.org/10.1080/00031305.1994.10476041.

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Posten, Harry O., and Robert W. Hayden. "Accent on Teaching Materials." American Statistician 48, no. 4 (1994): 305–6. http://dx.doi.org/10.1080/00031305.1994.10476087.

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Posten, Harry O., and Ann E. Watkins. "Accent on Teaching Materials." American Statistician 49, no. 1 (1995): 62–63. http://dx.doi.org/10.1080/00031305.1995.10476116.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 49, no. 2 (1995): 219–20. http://dx.doi.org/10.1080/00031305.1995.10476147.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 49, no. 3 (1995): 276. http://dx.doi.org/10.1080/00031305.1995.10476164.

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Hayden, Robert W. "Accent on Teaching Materials." American Statistician 50, no. 2 (1996): 168–69. http://dx.doi.org/10.1080/00031305.1996.10474368.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 50, no. 3 (1996): 257–59. http://dx.doi.org/10.1080/00031305.1996.10474393.

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21

Fang, Fan (Gabriel). "‘Mind your Local Accent’ Does accent training resonate to college students’ English use?" Englishes in Practice 3, no. 1 (2016): 1–28. http://dx.doi.org/10.1515/eip-2016-0001.

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AbstractThe recent development of English as a lingua franca (ELF) has encouraged language policy makers and educators to view the English language and ELT from an alternative but critical perspective that challenges some language ideologies, such as standard language and linguistic imperialism. Current ELT practices seem to neglect the trend towards the development of the global status of English. In addition, ELT is still largely native-oriented and less ELF-oriented. A Chinese university is the context of this case study. From an ELF perspective, this paper addresses some ELT issues, partic

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22

Ruivivar, June, and Laura Collins. "Nonnative accent and the perceived grammaticality of spoken grammar forms." Journal of Second Language Pronunciation 5, no. 2 (2019): 269–93. http://dx.doi.org/10.1075/jslp.17039.rui.

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Abstract Scholars advocate for more classroom attention to be paid to spoken grammar which deviates from commonly taught rules of writing. However, these recommendations have not considered potential barriers that learners may encounter when using spoken grammar with L1 speakers. We investigate one such challenge: the effect of learners’ accents and degree of accentedness on how their use of these forms is subjectively perceived by L1 speakers. Ten non-expert raters rated the grammatical acceptability of four frequent spoken grammar forms, read out by 15 speakers (10 L1 Tagalog, 5 L1 English)

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Pickering, Lucy, and Caroline Wiltshire. "Pitch accent in Indian-English teaching discourse." World Englishes 19, no. 2 (2000): 173–83. http://dx.doi.org/10.1111/1467-971x.00167.

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Wong, Ruth. "Non-native EFL Teachers’ Perception of English Accent in Teaching and Learning: Any Preference?" Theory and Practice in Language Studies 8, no. 2 (2018): 177. http://dx.doi.org/10.17507/tpls.0802.01.

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This study studied the accent perception of a group of non-native pre-service EFL teachers in Hong Kong in order to see whether native English norm is of their preference for teaching and learning. Results found that participants all preferred traditional native English as learning model and seemed to have overlooked the principle of intelligibility, even there had been calls for using lingua franca core as learning model. Results show that participants all preferred using native English to be the model of teaching and learning. Among all the native English varieties, participants preferred th

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Donnelly, Michael, Alex Baratta, and Sol Gamsu. "A Sociolinguistic Perspective on Accent and Social Mobility in the UK Teaching Profession." Sociological Research Online 24, no. 4 (2019): 496–513. http://dx.doi.org/10.1177/1360780418816335.

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A new interdisciplinary approach to understanding the role of accent in relation to intergenerational social mobility is introduced here. Sociological analyses that attend to accent often focus on broader regional distinctions or construct limiting dichotomies of accents, rather than capturing the full variety and range of accents, often found at smaller geographic levels. Drawing on the case of the teaching profession and using qualitative data collected as part of a study of teachers, we illustrate how integrating sociolinguistics into a sociological analysis of social mobility would allow u

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Awonusi, V. O. "Whose Standard, Which Model? Towards the Definition of a Standard Nigerian Spoken English for Teaching, Learning and Testing in Nigerian Schools." ITL - International Journal of Applied Linguistics 89-90 (January 1, 1990): 91–106. http://dx.doi.org/10.1075/itl.89-90.05awo.

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Abstract The adoption of RP as a model of teaching in non-native speaker English societies such as Nigeria seems to have come to say. However, the accent of English that emerged in Nigeria, over the years, (to some linguists) is anything but RP (although some hold the view that there are a few RP speakers in Nigeria). We are, therefore, forced to ask the question: What is RP?; or better still: what are its defining characteristics, particularly in relation to non-native varieties of English? Consequently, were are motivated to search for, and identify alternative local (standard) accents for t

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Levis, John M. "Accent in second language pronunciation research and teaching." Journal of Second Language Pronunciation 2, no. 2 (2016): 153–59. http://dx.doi.org/10.1075/jslp.2.2.01lev.

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Calvo-Benzies, Yolanda Joy. "English as a Lingua Franca (ELF) in ESP contexts. Students' attitudes towards non-native speech and analysis of teaching materials." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 27. http://dx.doi.org/10.14198/raei.2017.30.02.

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This paper focuses on non-native accents in ESP classrooms. In particular it looks at native and non-native speakers of English accents used in the audio material accompanying six ESP textbooks. In a second study, a group of undergraduate ESP students of Law and Tourism were asked to assess some of the non-native speakers accents found in these materials, focussing on aspects such as fluency, pronunciation, intelligibility and foreign accent. More specifically, they were asked to rate the following non-native accents of speakers in English: French, German, Polish, Chinese and Spanish. Results

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29

Jidong, Wu, Kaniz Fatema, and Joyce Yeboah. "Effects on the Listening Comprehension of Different Non-native English Accents of Chinese Learners of English." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (2021): 80–98. http://dx.doi.org/10.47631/mejress.v2i1.129.

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Purpose: This study assessed the effects on the Listening Comprehension of Different Non-native English Accents on Chinese Learners of English. The study aimed to determine, first of all, the reaction of Chinese learners of English to different non-native English accents. Second, it sought to investigate the differences in the difficulties that Chinese learners of English face while listening to English spoken with accents native (Chinese English accent) or non-native. Third, the study attempted to find out the relationship between English spoken with the native Chinese accent and/or non-nativ

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Stephens, Gregory. "Unveiling Cultural Filters: Teaching “The Veil” in Puerto Rico and Saudi Arabia." Studies in English Language Teaching 3, no. 1 (2015): 83. http://dx.doi.org/10.22158/selt.v3n1p83.

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31

Pillai, Stefanie. "Speaking English the Malaysian way – correct or not?" English Today 24, no. 4 (2008): 42–45. http://dx.doi.org/10.1017/s0266078408000382.

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ABSTRACTAn examination of the give and take between local varieties and the expectations of classroom English. Like a microcosm of World Englishes, English in Malaysia is spoken in a multitude of accents characterizing different ethnic groups, socio-economic, education, language and geographical backgrounds. It is also not unusual for Malaysians to accent-switch according to context. Amidst the cacophony of local accents arise issues about whether such accents are correct or good or acceptable. This paper discusses the tension between speaking English with a Malaysian accent and the need for a

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32

Backhouse, Anthony E. "Learning the Japanese pitch accent." Australian Review of Applied Linguistics 23, no. 1 (2000): 123–37. http://dx.doi.org/10.1075/aral.23.1.08bac.

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Abstract Teaching and reference materials of Japanese frequently neglect the accentual features of words, and accentual distinctions have been claimed to carry a low functional load in the language. The aim of this article is to present evidence for the communicative importance of the pitch accent, and to provide a comprehensive pedagogically-oriented description of the accentual features of one important section of the vocabulary, Japanese verbs. Full accentual paradigms of verb forms are described, and common verbs are presented in heuristic groupings as an aid to learners in internalizing t

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33

Heikkola, Leena Maria, and Jenni Alisaari. "Laulun sanoja lausumalla taitavaksi ääntäjäksi?" AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 18–44. http://dx.doi.org/10.30660/afinla.73122.

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   The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers evaluate the strength of foreign accent differently. The results indicate that reciting song lyrics is the most beneficial for the development of pronunciation. This teaching method is especially useful for beginners’ level langu

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34

Posten, Harry O., S. Chandra Misra, Hardeo Sahai, Anil P. Gore, and Joseph K. Garrett. "Accent on Teaching Materials: A Bibliography on the Teaching of Probability and Statistics." American Statistician 41, no. 4 (1987): 284–310. http://dx.doi.org/10.1080/00031305.1987.10475505.

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35

Derwing, Tracey M., and Murray J. Munro. "Second Language Accent and Pronunciation Teaching: A Research-Based Approach." TESOL Quarterly 39, no. 3 (2005): 379. http://dx.doi.org/10.2307/3588486.

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36

Olechnowicz, Mścisław. "On the method of teaching Russian accent in Polish schools." Glottodidactica. An International Journal of Applied Linguistics 1 (December 5, 2019): 91–108. http://dx.doi.org/10.14746/gl.1966.1.06.

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37

Bin Pet, Mokhtar, and Ahmad Johari Hj Sihes. "Relationship Domain of Form Six Teachers Thinking in Teaching with External Factors of Form Six Teachers." International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (2015): 1. http://dx.doi.org/10.11591/ijere.v4i1.4485.

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Galbat, Hassan, and Farhad Fahandezh Sa’adi. "Iranian EFL Teachers’ Perceptions of Learning Accent." International Journal of Applied Linguistics and English Literature 7, no. 3 (2018): 108. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.108.

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Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Qu

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39

Munro, Murray J., and Tracey M. Derwing. "Foreign accent, comprehensibility and intelligibility, redux." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (2020): 283–309. http://dx.doi.org/10.1075/jslp.20038.mun.

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Abstract We revisit Munro and Derwing (1995a), providing retrospective commentary on our original methods and findings. Using what are now well-established assessment techniques, the study examined the interrelationships among accentedness, comprehensibility, and intelligibility in the speech of second-language learners. The key finding was that the dimensions at issue are related, but partially independent. Of particular note was our observation that speech can be heavily accented but highly intelligible. To provide a fresh perspective on the original data we report a few new analyses, includ

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40

Чудайкина, Галина, and Galina Chudaykina. "On professional identity of English language teachers." Services in Russia and abroad 8, no. 2 (2014): 98–108. http://dx.doi.org/10.12737/3591.

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A vast majority of English language teachers in Russia are not native speakers with no or inadequately little personal experience of living in an English-speaking country. What are the specifics of teaching in view of such an authenticity-lacking professional background, and how does the personality of a teacher reveal itself and is transformed in the course of teaching? How does language teaching affect self-identification? What should a teacher focus on attaining or, by contrast, avoiding in view of the above-raised issues? A significant number of foreign language teachers who are not native

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41

Osatananda, Varisa, and Parichart Salarat. "The tolerance of English instructors towards the Thai-accented English and grammatical errors." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 685–94. http://dx.doi.org/10.17509/ijal.v9i3.23219.

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Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English ins

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42

Schmidt, Anna Marie, and Kelly A. Meyers. "Traditional and Phonological Treatment for Teaching English Fricatives and Affricates to Koreans." Journal of Speech, Language, and Hearing Research 38, no. 4 (1995): 828–38. http://dx.doi.org/10.1044/jshr.3804.828.

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Non-native speakers of English are being seen for accent reduction in speech-language pathology clinics although there is little evidence that treatment is effective. Two types of treatment were evaluated. Traditional articulation-based treatment was successful for 2 native Korean speakers in improving English fricatives and affricate production. A second treatment using phonologically based contrasts was also successful for the same sounds with 2 other Korean speakers. Some issues in foreign accent reduction are discussed.

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43

Ha, Shin Young. "About ‘Dialect’ and ‘Accent’ in Teaching Korean as a Foreign Language." Hanminjok Emunhak 87 (March 31, 2020): 9–36. http://dx.doi.org/10.31821/hem.87.1.

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44

Munro, Murray J., and Tracey M. Derwing. "The foundations of accent and intelligibility in pronunciation research." Language Teaching 44, no. 3 (2011): 316–27. http://dx.doi.org/10.1017/s0261444811000103.

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Our goal in developing this timeline was to trace the empirical bases of current approaches to L2 pronunciation teaching, with particular attention to the concepts of accent and intelligibility. The process of identifying suitable works for inclusion challenged us in several ways. First, the number of empirical studies of pronunciation instruction is far too small to provide an interesting perspective on the issues. In fact, the dearth of such investigations has been noted many times since at least as far back as the 1960s (Strain 1963; Sisson 1970). Consequently, tracing the roots of contempo

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45

Mohammed Ishaque, Rana Khan. "Empowering English Speakers Through Diversification and Promotion of World Englishes." Advances in Language and Literary Studies 9, no. 6 (2018): 93. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.93.

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Proficiency in English language today doesn’t depend on the way language is taught or spoken in classrooms but on creativity and productivity of its diverse teachers and learners. Non-native speakers outnumber native speakers today calling for promoting equity and the concept of World Englishes through respecting diversification in language classes. English needs a paradigm shift as far as language learning and teaching is concerned because the need today is to address the socio-linguistic aspects of its diverse learners and teachers. A study was done on roughly 75 teachers both NNESTs and NES

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46

Yurtbasi, Metin. "The role of the secondary stress in teaching the English rhythm." Global Journal of Foreign Language Teaching 7, no. 3 (2018): 101–6. http://dx.doi.org/10.18844/gjflt.v7i3.2995.

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In the phonological literature in English, which is a stress-timed language, the existence of at least three levels of stress is usually taken for granted. Words, phrases, utterances or sentences have a prominent element in one of their syllables, which usually correlates with a partner in the same unit, called the secondary stress. It so happens that in multi-syllable words or groups bearing more than two content words, there is also a tertiary stress. Function words neighbouring the content words are usually not stressed or they are reduced. In standard writing, the primary stress is indicat

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47

Kuronen, Mikko, and Elina Tergujeff. "L1 listeners’ perception of L2 pronunciation: effect of prosody on accentedness ratings in Swedish." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 214–33. http://dx.doi.org/10.30660/afinla.73138.

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   This paper reports on a study in which L1 speakers (n = 53) of Swedish rated the accentedness of read-aloud sentences produced by L2 speakers (n = 6) of Swedish. The aim of the study was to investigate the effect of certain prosodic features on the accentedness ratings. These features include Swedish tone accents and and deviant speech rhythm (e.g. lack of primary stress, and realization of multiple stresses). The results reveal that utterances with deviant speech rhythm yielded perceptions of stronger foreign accent than utterances with target-like rhythm. As for the tone

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48

Rasier, Laurent. "De Prosodie Van De Tussentaal Van Tweede-/Vreemde- Taalleerders." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 125–34. http://dx.doi.org/10.1075/ttwia.71.12ras.

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In SLA research, the study of prosody suffers from a considerable under-representation. Indeed, most work devoted to L2 pronunciation has hitherto focussed on 'lower level phenomena', such as the phonemes of the target language. This paper gives an overview of the research on the acquisition of a foreign accent system and pinpoints some research questions that have not been explored yet. More specifically, it discusses the phonetic, phonological and functional aspects of the accent system of second/foreign language learners. Attention is also paid to the studies dealing with the teaching of se

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49

Song, Jing, and Yingmei Zhu. "Attitude, maintenance, and use of Beijing dialect and Putonghua among younger generation Beijing-born residents." Restructuring Chinese Speech Communities 26, no. 1 (2016): 32–55. http://dx.doi.org/10.1075/japc.26.1.02son.

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In this study, 269 Beijing born respondents were interviewed and asked questions about their language attitude and language behavior. Research categories, apart from ‘attitude’, were ‘accent maintenance’, ‘accent selection’, and ‘code-switching’, whereas the variables employed were ‘gender’, ‘age group’, ‘origin’ of parents, ‘district’ grown-up, ‘spouse’ background, ‘education’ level, ‘job profile’, and ‘network density’. We found that Beijing dialect in Beijing’s central city districts, coexists with the national language Putonghua, or, Standard Chinese, has high language status among native

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50

Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.

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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed ac

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