Relevant bibliographies by topics / Accents of English

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Accents of English'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Accents of English"

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Porsgaard, Matias Rasmussen. "Prestige and Prejudice." Leviathan: Interdisciplinary Journal in English, no. 6 (March 13, 2020): 84–116. http://dx.doi.org/10.7146/lev.v0i6.118863.

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This article examines Danes’ attitudes towards selected accents of English drawing on data from an experiment where 21 Danes were asked to evaluate speakers of Australian English, Received Pronunciation (RP), General American (GA), Southern American English and Danish-accented English. It is argued that Danes have internalised multiple stereotypes about speakers of these accents and that the media play a vital role in the creation and reinforcement of these stereotypes. It is also argued that RP is considered the most prestigious accent of English, that GA is considered the most ‘standard’ accent of English and that Danish-accented English is disliked by Danes.
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Szpyra-Kozłowska, Jolanta, and Marek Radomski. "The Perception of English-Accented Polish –A Pilot Study." Research in Language 10, no. 1 (2012): 97–109. http://dx.doi.org/10.2478/v10015-011-0041-x.

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While the perception of Polish-accented English by native-speakers has been studied extensively (e.g Gonet & Pietroń 2004, Scheuer 2003, Szpyra-Kozłowska 2005, in press), an opposite phenomenon, i.e. the perception of English-accented Polish by Poles has not, to our knowledge, been examined so far despite a growing number of Polish-speaking foreigners, including various celebrities, who appear in the Polish media and whose accents are often commented on and even parodied.
 In this paper we offer a report on a pilot study in which 60 Polish teenagers, all secondary school learners (aged 15-16) listened to and assessed several samples of foreign-accented Polish in a series of scalar judgement and open question tasks meant to examine Poles’ attitudes to English accent(s) in their native language.
 More specifically, we aimed at finding answers to the following research questions:
 • How accurately can Polish listeners identify foreign accents in Polish?
 • How is English-accented Polish, when compared to Polish spoken with a Russian, Spanish, French, Italian, German and Chinese accent, evaluated by Polish listeners in terms of the samples’ degree of:
 (a) comprehensibility
 (b) foreign accentedness
 (c) pleasantness?
 • What phonetic and phonological features, both segmental and prosodic, are perceived by Polish listeners as characteristic of English-accented Polish?
 • Can Polish listeners identify different English accents (American, English English and Scottish) in English-accented Polish?
 • Does familiarity with a specific foreign language facilitate the recognition and identification of that accent in foreign-accented Polish?
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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-native English accents and listening comprehension. Methodology/Approach/Design: The sample included 16 participants majoring in International Education of Chinese Language. They were selected randomly for the study. Both quantitative and qualitative approaches were employed to collect and analyze data. Results: The findings revealed that non-native English accent plays a more important role than the native English accents in listening and comprehension. The findings also revealed a listening comprehension advantage for test-takers who are familiar with accents, in this case, the Chinese non-native English accent. Practical Implications: For a better understanding of the teaching and learning process of English as a foreign language, learners or listeners need to assess the influence of non-native accents on their listening comprehension to find better ways in improving their listening skills. This study contributes significantly to this field. Originality/Value: This study employed multi non-native accent including African English accents. It attempted to contribute significant value in this field as most of the teachers who teach English globally are non-native English Speakers and they, in essence, have considerable influence on the learners’ listening comprehension.
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Behrman, Alison, and Ali Akhund. "The Influence of Semantic Context on the Perception of Spanish-Accented American English." Journal of Speech, Language, and Hearing Research 56, no. 5 (2013): 1567–78. http://dx.doi.org/10.1044/1092-4388(2013/12-0192).

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Purpose In this article, the authors examine (a) the effect of semantic context on accentedness, comprehensibility, and intelligibility of Spanish-accented American English (AE) as judged by monolingual AE listeners and (b) the interaction of semantic context and accentedness on comprehensibility and intelligibility. Method Twenty adult native (L1) Spanish speakers proficient in AE and 4 L1 AE speakers (controls) read 48 statements consisting of true–false, semantically meaningful, and semantically anomalous sentences. Eighty monolingual AE listeners assessed accentedness, comprehensibility, and intelligibility of the statements. Results A significant main effect was found for semantic category on all 3 dependent variables. Accents were perceived to be stronger, and both comprehensibility and intelligibility were worse, in semantically anomalous contexts. Speaker data were grouped into strong, mid-level, and mild accents. The interaction between semantic category and accent was significant for both comprehensibility and intelligibility. The effect of semantic context was strongest for strong accents. Intelligibility was excellent for speakers with mid-level accents in true–false and semantically meaningful contexts, and it was excellent for mild accents in all contexts. Conclusions Listeners access semantic information, in addition to phonetic and phonotactic features, in the perception of nonnative speech. Both accent level and semantic context are important in research on foreign-accented speech.
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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 pronunciation model from another variety, typically British English, in the teaching of English in Malaysia. Based on ongoing research on the pronunciation of Malaysian English, this paper suggests how this tension can be alleviated.
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Nejjari, Warda, Marinel Gerritsen, and Monique van der Haagen. "De Attitudes Van Het Britten Tegenover Sprekers Van Nederlands-Engels." Toegepaste Taalwetenschap in Artikelen 77 (January 1, 2007): 57–66. http://dx.doi.org/10.1075/ttwia.77.06nej.

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This paper reports on a between subject experiment inwhich the attitudes of 144 highly educated British professionals towards Dutch-accented English and RP were measured. Half of the respondents were familiar with Dutch English, and half unfamiliar. The test items consisted of samples of RP, moderately Dutch-English and lightly Dutch-English accents. Respondents were asked to rate one of the samples on a number of personality traits. An analysis of these traits rates showed a resolution into two factors: STATUS and AFFECT. RP speakers were assigned more Status than both Dutch accents. RP speakers and slightly accented Dutch-English speakers commanded more Affect than moderately accented Dutch English speakers. In addition, respondents unfamiliar with Dutch English had a more positive attitude towards speakers with a moderate Dutch English accent than respondents familiar with Dutch English and the latter assigned a lower affect to RP speakers than the former.
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Sim Hong, Jasper. "“But you don’t sound Malay!”." English World-Wide 40, no. 1 (2019): 79–108. http://dx.doi.org/10.1075/eww.00023.sim.

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Abstract This study examined the English accents of English-Malay bilinguals in Singapore to ascertain whether language dominance was a determinant of accent variation in Singapore English, with a hypothesis that a Malay-dominant bilingual would have more ethnic-specific features than an English-dominant one. Ten English-Malay bilinguals – five English-dominant and five Malay-dominant – who differed greatly in their language dominance took part in this study. In an ethnic discriminability task that involved 60 naïve raters, Malay-dominant bilinguals were significantly more often correctly identified as ethnically Malay and were rated as having a significantly more perceivable Malay-accented English accent, while those who were English-dominant had an English accent that lacked ethnic-specific features so much so that naïve raters, including raters who were English-Malay bilinguals, were less able to identify the speakers as ethnically Malay. The results of this study indicate that early sequential bilinguals or simultaneous bilinguals of the same two languages need not have similar accents. The findings also suggest that language dominance is a determinant of accent variation in Singapore English, at least for the English-Malay bilinguals.
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Weisi, Hiwa, Ali Raygan, and Fatemeh Bakhtiari. "British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 9–22. http://dx.doi.org/10.15642/ijet2.2019.8.1.9-22.

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Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.
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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.

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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Salakhyan, Elena. "The attitude of Slavic speakers toward English(es)." English Today 31, no. 3 (2015): 34–39. http://dx.doi.org/10.1017/s0266078415000231.

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The attitudes of Slavic speakers towards English accents have been under-researched. The only language and accent attitude research in the Slavic context with the involvement of Polish speakers was conducted by Jenkins in her questionnaire study (Jenkins, 2007). The study, whose interest lay in assessing native and non-native English accents, showed a strong attachment of non-native speakers toward native varieties and accents of English, although non-native speakers mostly used English for communication with other non-native speakers of English.
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Dissertations / Theses on the topic "Accents of English"

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Kamper, Herman. "Speech recognition of South African English accents." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20249.

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Thesis (MScEng)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Several accents of English are spoken in South Africa. Automatic speech recognition (ASR) systems should therefore be able to process the di erent accents of South African English (SAE). In South Africa, however, system development is hampered by the limited availability of speech resources. In this thesis we consider di erent acoustic modelling approaches and system con gurations in order to determine which strategies take best advantage of a limited corpus of the ve accents of SAE for the purpose of ASR. Three acoustic modelling approaches are considered: (i) accent-speci c modelling, in which accents are modelled separately; (ii) accent-independent modelling, in which acoustic training data is pooled across accents; and (iii) multi-accent modelling, which allows selective data sharing between accents. For the latter approach, selective sharing is enabled by extending the decision-tree state clustering process normally used to construct tied-state hidden Markov models (HMMs) by allowing accent-based questions. In a rst set of experiments, we investigate phone and word recognition performance achieved by the three modelling approaches in a con guration where the accent of each test utterance is assumed to be known. Each utterance is therefore presented only to the matching model set. We show that, in terms of best recognition performance, the decision of whether to separate or to pool training data depends on the particular accents in question. Multi-accent acoustic modelling, however, allows this decision to be made automatically in a data-driven manner. When modelling the ve accents of SAE, multi-accent models yield a statistically signi cant improvement of 1.25% absolute in word recognition accuracy over accent-speci c and accentindependent models. In a second set of experiments, we consider the practical scenario where the accent of each test utterance is assumed to be unknown. Each utterance is presented simultaneously to a bank of recognisers, one for each accent, running in parallel. In this setup, accent identi cation is performed implicitly during the speech recognition process. A system employing multi-accent acoustic models in this parallel con guration is shown to achieve slightly improved performance relative to the con guration in which the accents are known. This demonstrates that accent identi cation errors made during the parallel recognition process do not a ect recognition performance. Furthermore, the parallel approach is also shown to outperform an accent-independent system obtained by pooling acoustic and language model training data. In a nal set of experiments, we consider the unsupervised reclassi cation of training set accent labels. Accent labels are assigned by human annotators based on a speaker's mother-tongue or ethnicity. These might not be optimal for modelling purposes. By classifying the accent of each utterance in the training set by using rst-pass acoustic models and then retraining the models, reclassi ed acoustic models are obtained. We show that the proposed relabelling procedure does not lead to any improvements and that training on the originally labelled data remains the best approach.<br>AFRIKAANSE OPSOMMING: Verskeie aksente van Engels word in Suid Afrika gepraat. Outomatiese spraakherkenningstelsels moet dus in staat wees om verskillende aksente van Suid Afrikaanse Engels (SAE) te kan hanteer. In Suid Afrika word die ontwikkeling van spraakherkenningstegnologie egter deur die beperkte beskikbaarheid van geannoteerde spraakdata belemmer. In hierdie tesis ondersoek ons verskillende akoestiese modelleringstegnieke en stelselkon gurasies ten einde te bepaal watter strategie e die beste gebruik maak van 'n databasis van die vyf aksente van SAE. Drie akoestiese modelleringstegnieke word ondersoek: (i) aksent-spesi eke modellering, waarin elke aksent apart gemodelleer word; (ii) aksent-onafhanklike modellering, waarin die akoestiese afrigdata van verskillende aksente saamgegooi word; en (iii) multi-aksent modellering, waarin data selektief tussen aksente gedeel word. Vir laasgenoemde word selektiewe deling moontlik gemaak deur die besluitnemingsboom-toestandbondeling-algoritme, wat gebruik word in die afrig van gebinde-toestand verskuilde Markov-modelle, uit te brei deur aksent-gebaseerde vrae toe te laat. In 'n eerste stel eksperimente word die foon- en woordherkenningsakkuraathede van die drie modelleringstegnieke vergelyk in 'n kon gurasie waarin daar aanvaar word dat die aksent van elke toetsspraakdeel bekend is. In hierdie kon gurasie word elke spraakdeel slegs gebied aan die modelstel wat ooreenstem met die aksent van die spraakdeel. In terme van herkenningsakkuraathede, wys ons dat die keuse tussen aksent-spesi eke en aksent-onafhanklike modellering afhanklik is van die spesi eke aksente wat ondersoek word. Multi-aksent akoestiese modellering stel ons egter in staat om hierdie besluit outomaties op 'n data-gedrewe wyse te neem. Vir die modellering van die vyf aksente van SAE lewer multi-aksent modelle 'n statisties beduidende verbetering van 1.25% absoluut in woordherkenningsakkuraatheid op in vergelyking met aksent-spesi eke en aksent-onafhanklike modelle. In 'n tweede stel eksperimente word die praktiese scenario ondersoek waar daar aanvaar word dat die aksent van elke toetsspraakdeel onbekend is. Elke spraakdeel word gelyktydig gebied aan 'n stel herkenners, een vir elke aksent, wat in parallel hardloop. In hierdie opstelling word aksentidenti kasie implisiet uitgevoer. Ons vind dat 'n stelsel wat multi-aksent akoestiese modelle in parallel inspan, e ense verbeterde werkverrigting toon in vergelyking met die opstelling waar die aksent bekend is. Dit dui daarop dat aksentidenti seringsfoute wat gemaak word gedurende herkenning, nie werkverrigting be nvloed nie. Verder wys ons dat die parallelle benadering ook beter werkverrigting toon as 'n aksent-onafhanklike stelsel wat verkry word deur akoestiese en taalmodelleringsafrigdata saam te gooi. In 'n nale stel eksperimente ondersoek ons die ongekontroleerde herklassi kasie van aksenttoekennings van die spraakdele in ons afrigstel. Aksente word gemerk deur menslike transkribeerders op grond van 'n spreker se moedertaal en ras. Hierdie toekennings is nie noodwendig optimaal vir modelleringsdoeleindes nie. Deur die aksent van elke spraakdeel in die afrigstel te klassi seer deur van aanvanklike akoestiese modelle gebruik te maak en dan weer modelle af te rig, word hergeklassi seerde akoestiese modelle verkry. Ons wys dat die voorgestelde herklassi seringsalgoritme nie tot enige verbeterings lei nie en dat dit die beste is om modelle op die oorspronklike data af te rig.
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Myrman, Franz. "Swedish People's Attitudes to Different Accents of English." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6851.

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<p>The aim of this study is to investigate Swedish people's attitudes to different accents of English. The focus is on Swedish female informants' attitudes to RP, non-standard English English, standard Irish English and non-standard Irish English. Furthermore, this study aims to give a wider perspective on how important experience of specific accents is, in order to have systematic attitudes to them.</p><p>The results show that experience is very important. They also show that Swedish people have experience of the English language and some of its accents, although this experience is relatively limited. Above all, this study shows that Swedish people do have systematic attitudes to English accents, but not as systematic as native speakers of English have.</p>
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Kropf, Corinne Ann. "Perception and analysis of Spanish accents in English speech." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1404.

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Lam, Chun-hin. "Englishes in Hong Kong students' awareness of, attitudes towards accent differences and the intelligibility of accents of English /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38722975.

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Beinhoff, Bettina. "Establishing identity through accent : attitudes of non-native speakers towards foreign accents of English." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608821.

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Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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Rungta, Susan A. "Counselling clients with foreign accents : a comparison of counsellor anxiety with the accented and non-accented client." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26910.

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This research project was designed to determine whether anxiety in counsellors was higher with clients with foreign accents, and if so, whether this resulted in counsellors being less effective within the counselling session. Other feelings experienced by counsellors specific to counselling accented clients were also examined. Two separate, but related studies were conducted in which a comparison between two groups of counsellors-in-training was made. One group counselled a client with a European accent, while the other counselled a client with a Western Canadian speech style, typical of the region in which the study took place. Subjects in both groups were presented with a 20-minute video training tape of a client presenting a problem. Each subject was asked to respond verbally as they would in a real counselling session. The video tapes shown to the two groups were identical with the exception of the accent variable. The findings in both studies were similar. No statistically significant differences were found between the two groups in level of state anxiety as measured by the A-State of the STAI. Results from a questionnaire constructed specifically for this research project supported these findings. It did appear, however, that counsellors presented with the foreign accented client may have experienced more anxiety in the first few minutes of the session resulting from their inability to fully understand the accent. An unexpected finding emerged when both studies were examined together. It was found that a lower proportion of counsellors exposed to the foreign accented client expressed feelings on a frustrated/thwarted dimension (p<.05). More expected however, was the finding that higher levels of counsellor state anxiety were correlated with lower levels of counsellor functioning in the session (p<.001). The results of this study are discussed in relation to cross-cultural counselling, the anxiety-counsellor competence relationship, and sociolinguistic accent research. These results question several assumptions prevalent in the cross-cultural literature and suggest that a new set of issues may be emerging for the counsellor working with the minority client.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Galanakis, Linda. "Learners' attitudes to standard vs non-standard South African English accents of their teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.<br>AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.
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Olausson, Lovisa. "Navigating the Many Englishes of the World in the Classroom : Teachers’ Attitudes Towards English Accents and How They Work with Accents in the Classroom." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84207.

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According to the curriculum for upper secondary school, various English accents should be introduced. However, it does not state what accents and how these should be introduced. Both American and British English have had a historical stronghold in Sweden, with both having been preferred in previous curriculums. This study shows that both continue to have a stronghold in Swedish schools, but in a different way. Through a questionnaire, teachers in Sweden were asked to answer how they introduce and work with accents in their own teaching.The teachers that responded to the questionnaire introduce and work with accents to a high degree. It becomes evident that while American and British English are still very much prevalent, other accents are prevalent as well. While the majority of the respondents believed that all accents are equally important to teach, some still upheld the notion that English accents from countries where English is the native language are more important to incorporate in their teaching as these are more commonly heard. Additionally, a majority of the respondents also believed that a student’s grade should not be affected by the accent they use. However, this was dependent on whether or not the accent sounded too Swedish or not and not what English accent the students choose to use or approximate. Thus, the overall results show that the teachers who responded to the questionnaire believe in the importance of introducing accents and teaching accents as well as introducing a wide variety of accents.
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Klevskog, Emma. "Teaching and Assessing Student's Accents : The Challenge of Working with the Multitude of Accents in the English-Speaking World." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71367.

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Today, English is a world language and more English accents have appeared. Today it is more difficult to teach English in Sweden due to the fact that we do not know when, where or how we are going to use English in the future. This study therefore focuses on how English teachers in Swedish upper secondary school teach and assess students’ accents and the challenge of working with the multitude of accents of the English-speaking world. This study is based on a questionnaire that was sent electronically to English teachers. The results from this study show that English teachers in Swedish upper secondary schools work with different English accents in class. The results also show that over fifty percent of the teachers do not let students choose accents for them to work with; most of the teachers’ choose which accents should be introduced and worked with in class. Moreover, students’ grades are not affected by the accent they speak, which is in line with the English syllabus. In conclusion, it is clear that British and American English are still dominant in Swedish school today.<br>Idag är engelska ett världsspråk och fler engelska dialekter har dykt upp. Idag har det blivit svårare att undervisa engelska i Sverige, då vi oftast inte vet när eller hur vi kommer använda det engelska språket i framtiden. Denna studie inriktar sig på hur engelskalärare i den svenska gymnasieskolan undervisar och bedömer elevers uttal, samt den utmaning som finns idag med att arbeta med de många dialekter som finns i den engelsktalande världen. Denna studie är baserad på en enkät som skickades elektroniskt till engelskalärare. Resultatet av denna studie visar att engelskalärare i svenska gymnasieskolan arbetar med olika engelska dialekter. Resultatet visar också att över femtio procent av lärarna inte låter eleverna välja själva vilka dialekter som ska introduceras, utan de flesta lärare väljer själva vilka engelska dialekter de ska arbeta med i undervisningen. Elevernas betyg är inte heller påverkade av deras val av engelsk dialekt, vilket är i linje med den engelska kursplanen. Slutligen visar det sig att brittisk och amerikansk engelska fortfarande dominerar i den svenska skolan idag.
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Books on the topic "Accents of English"

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Conspicuous accents: Accenti magazine's finest stories of the first 10 years. Longbridge Books, 2014.

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author, Crystal David 1941, ed. You say potato: A book about accents. Macmillan, 2014.

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Blumenfeld, Robert. Accents: A manual for actors. Limelight Editions, 2002.

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Blumenfeld, Robert. Accents: A manual for actors. Limelight Editions, 1998.

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Waniek-Klimczak, Ewa. Issues in accents of English 2: Variability and norm. Cambridge Scholars, 2010.

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Waniek-Klimczak, Ewa. Issues in accents of English 2: Variability and norm. Cambridge Scholars, 2010.

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1961-, Nelson Gale, ed. The joy of phonetics and accents. Drama Book Publishers, 1994.

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Nedbank, ed. Hear us speak: A study of South African accents. Ziningweni Communications, 2000.

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Michael, Chapman. Accents: An anthology of poetry from the English-speaking world. Ad. Donker, 1986.

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Principles of English stress. Cambridge University Press, 1994.

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Book chapters on the topic "Accents of English"

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Daniel, Jones. "Attitudes to Accents." In Practical English Phonetics and Phonology. Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-23.

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Carrie, Erin. "English-language attitudes and identities in Spain." In Pragmatics of Accents. John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/pbns.327.07car.

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Freeborn, Dennis, Peter French, and David Langford. "Regional accents and Received Pronunciation." In Varieties of English. Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18134-6_4.

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Freeborn, Dennis, Peter French, and David Langford. "Regional accents and Received Pronunciation." In Varieties of English. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_4.

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Watson, Kevin. "Regional Variation in English Accents and Dialects." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_17.

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Watson, Kevin. "Regional Variation in English Accents and Dialects." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_18.

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Thomas, Sarah, and James M. Scobbie. "Mixed Accents: Scottish Children with English Parents." In Investigating English Pronunciation. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_4.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Accents of the British Isles 1: England." In Practical English Phonetics and Phonology. Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-18.

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Wells, J. C. "English Accents and their Implications for Spelling Reform." In Practical English Phonetics and Phonology. Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-25.

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Hazen, Kirk. "Standards of pronunciation and regional accents 1." In The Routledge Handbook of Contemporary English Pronunciation. Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-12.

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Conference papers on the topic "Accents of English"

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Sharifzadeh, Hamid R., Iman T. Ardekani, and Ian V. McLoughlin. "Comparative whisper vowel space for Singapore English and British English accents." In 2015 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA). IEEE, 2015. http://dx.doi.org/10.1109/apsipa.2015.7415516.

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Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.

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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.
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Ying, Jia, Jason A. Shaw, and Catherine T. Best. "L2 English learners' recognition of words spoken in familiar versus unfamiliar English accents." In Interspeech 2013. ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-500.

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Purnell, Jonathan T., and Malik Magdon-Ismail. "Learning American English Accents Using Ensemble Learning with GMMs." In 2009 International Conference on Machine Learning and Applications (ICMLA). IEEE, 2009. http://dx.doi.org/10.1109/icmla.2009.133.

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Yusnita, M. A., M. P. Paulraj, Sazali Yaacob, Shahriman Abu Bakar, and A. Saidatul. "Malaysian English accents identification using LPC and formant analysis." In 2011 IEEE International Conference on Control System, Computing and Engineering (ICCSCE). IEEE, 2011. http://dx.doi.org/10.1109/iccsce.2011.6190572.

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Yusnita, M. A., M. P. Paulraj, Sazali Yaacob, and A. B. Shahriman. "Feature space reduction in ethnically diverse Malaysian English accents classification." In 2013 7th International Conference on Intelligent Systems and Control (ISCO). IEEE, 2013. http://dx.doi.org/10.1109/isco.2013.6481125.

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Oyo, Benedict, and Billy Kalema. "A preliminary speech learning tool for improvement of African English accents." In 2014 International Conference on Education Technologies and Computers (ICETC). IEEE, 2014. http://dx.doi.org/10.1109/icetc.2014.6998900.

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Najafian, Maryam, Saeid Safavi, Phil Weber, and Martin Russell. "Identification of British English regional accents using fusion of i-vector and multi-accent phonotactic systems." In Odyssey 2016. ISCA, 2016. http://dx.doi.org/10.21437/odyssey.2016-19.

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Mbogho, Audrey, and Michelle Katz. "The impact of accents on automatic recognition of South African English speech." In the 2010 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists. ACM Press, 2010. http://dx.doi.org/10.1145/1899503.1899524.

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Sugimoto, Junko, and Yoko Uchida. "A Variety of English Accents Used in Teaching Materials Targeting Japanese Learners." In ISAPh 2016 International Symposium on Applied Phonetics. ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-9.

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Reports on the topic "Accents of English"

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Levin, David. Japanese Intelligibility and Comprehensibility Assessments of Different English Accents. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7185.

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6227.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, et al. Field Interviewer– Administered Dietary Recalls in Participants’ Homes: A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.

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Objective: The purpose of this study was to assess the feasibility of administering the Automated Multiple-Pass Method (AMPM), a widely used tool for collecting 24-hour dietary recalls, in participants’ homes by field interviewers. Design: The design included computer-assisted personal interviews led by either a nutritionist (standard) or field interviewer. Portion estimators tested were a set of three-dimensional food models (standard), a two-dimensional food model booklet, or a tablet with digital images rendered via augmented reality. Setting: Residences in central North Carolina. Participants: English-speaking adults. Pregnant women and individuals who were fasting were excluded. Results: Among 133 interviews, most took place in living rooms (52%) or kitchens (22%). Mean interview time was 40 minutes (range 13–90), with no difference by interviewer type or portion estimator, although timing for nutritionist-led interviews declined significantly over the study period. Forty-five percent of participants referenced items from their homes to facilitate recall and portion estimation. Data entry and post-interview coding was evaluated and determined to be consistent with requirements for the National Health and Nutrition Examination Survey. Values for the number of food items consumed, food groups, energy intake (average of 3,011 kcal for men and 2,105 kcal for women), and key nutrients were determined to be plausible and within reasonably expected ranges regardless of interviewer type or portion estimator used. Conclusions: AMPM dietary recall interviews conducted in the home are feasible and may be preferable to clinical administration because of comfort and the opportunity for participants to access home items for recall. AMPMs administered by field interviewers using the food model booklet produced credible nutrition data that was comparable to AMPMs administered by nutritionists. Training field interviewers in dietary recall and conducting home interviews may be sensible choices for nutrition studies when response rates and cost are concerns.
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McCarthy, Noel, Eileen Taylor, Martin Maiden, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

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This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the contributions of the main sources of human infection and to identify any changes over time. An extension to the project focussed on antimicrobial resistance in study isolates and older archived isolates. These older isolates were from earlier years at the Oxfordshire site and the earliest available coherent set of isolates from the national archive at Public Health England (1997/8). The aim of this additional work was to analyse the emergence of the antimicrobial resistance that is now present among human isolates and to describe and compare antimicrobial resistance in recent food animal isolates. Having identified the presence of bias in population genetic attribution, and that this was not addressed in the published literature, this study developed an approach to adjust for bias in population genetic attribution, and an alternative approach to attribution using sentinel types. Using these approaches the study estimated that approximately 70% of Campylobacter jejuni and just under 50% of C. coli infection in our sample was linked to the chicken source and that this was relatively stable over time. Ruminants were identified as the second most common source for C. jejuni and the most common for C. coli where there was also some evidence for pig as a source although less common than ruminant or chicken. These genomic attributions of themselves make no inference on routes of transmission. However, those infected with isolates genetically typical of chicken origin were substantially more likely to have eaten chicken than those infected with ruminant types. Consumption of lamb’s liver was very strongly associated with infection by a strain genetically typical of a ruminant source. These findings support consumption of these foods as being important in the transmission of these infections and highlight a potentially important role for lamb’s liver consumption as a source of Campylobacter infection. Antimicrobial resistance was predicted from genomic data using a pipeline validated by Public Health England and using BIGSdb software. In C. jejuni this showed a nine-fold increase in resistance to fluoroquinolones from 1997 to 2018. Tetracycline resistance was also common, with higher initial resistance (1997) and less substantial change over time. Resistance to aminoglycosides or macrolides remained low in human cases across all time periods. Among C. jejuni food animal isolates, fluoroquinolone resistance was common among isolates from chicken and substantially less common among ruminants, ducks or pigs. Tetracycline resistance was common across chicken, duck and pig but lower among ruminant origin isolates. In C. coli resistance to all four antimicrobial classes rose from low levels in 1997. The fluoroquinolone rise appears to have levelled off earlier and among animals, levels are high in duck as well as chicken isolates, although based on small sample sizes, macrolide and aminoglycoside resistance, was substantially higher than for C. jejuni among humans and highest among pig origin isolates. Tetracycline resistance is high in isolates from pigs and the very small sample from ducks. Antibiotic use following diagnosis was relatively high (43.4%) among respondents in the human surveillance study. Moreover, it varied substantially across sites and was highest among non-elderly adults compared to older adults or children suggesting opportunities for improved antimicrobial stewardship. The study also found evidence for stable lineages over time across human and source animal species as well as some tighter genomic clusters that may represent outbreaks. The genomic dataset will allow extensive further work beyond the specific goals of the study. This has been made accessible on the web, with access supported by data visualisation tools.
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Students and Professionals Who Speak English With Accents and Nonstandard Dialects: Issues and Recommendations. American Speech-Language-Hearing Association, 1998. http://dx.doi.org/10.1044/policy.ps1998-00117.

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Students and Professionals Who Speak English with Accents and Nonstandard Dialects: Issues and Recommendations. American Speech-Language-Hearing Association, 1998. http://dx.doi.org/10.1044/policy.tr1998-00154.

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