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1
Gu, Yuting, Seth Cutler, Chigusa Kurumada, and Xin Xie. "The Accent Atlas: Effects of long-term exposure to nonnative accents on adaptive speech perception." Journal of the Acoustical Society of America 155, no. 3_Supplement (2024): A273—A274. http://dx.doi.org/10.1121/10.0027482.
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As mobility increases and virtual interactions grow, quickly adapting to diverse accents is essential for effective communication. While lab-based accent training promotes rapid adaptation to unfamiliar accents, whether prolonged environmental exposure to linguistic diversity yields similar benefits is unknown. We conducted a large-scale perceptual experiment involving 600 + participants across 15 U.S. states, utilizing a cross-modal word matching task to measure speech recognition in both non-native accented English and native English with background noise. Participants were recruited from linguistically diverse (LD) or linguistically homogeneous (LH) states. Linguistic diversity was defined based on the prevalence of non-English speaking residents (U.S. census data). Our findings were twofold: firstly, consistent with prior studies, only exposure to non-native accented speech—but not exposure to speech in noise—improved recognition of novel talkers with the same accent; secondly, individuals from the LD states outperformed those from LH areas in initial accented speech perception. However, by the end of the experiment, benefits from in-lab accent exposure did not differ significantly between the two groups, suggesting that short-term training could mitigate long-term environmental influences. These results illuminate the interplay between daily linguistic environments and accent adaptation, enhancing our understanding of speech perception's adaptivity in a multilingual context.
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Xuan Ha, Thai Thi, and Pham Thi Bich Tram. "Accent Exposure Diversity in AI Listening Trainers: Efficacy, Bias Mitigation, and Decolonial Implications for English Learners." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 3 (2025): 1171–73. https://doi.org/10.54660/.ijmrge.2025.6.3.1171-1173.
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AI-powered listening trainers increasingly dominate language education, yet their accent selection remains biased toward Inner Circle Englishes (e.g., General American, RP). This study evaluates the impact of accent-diverse AI trainers on listening comprehension, anxiety reduction, and pragmatic competence. Using a mixed-methods approach with 412 intermediate learners (A2-B2), we tested an AI system exposing learners to 8 Global English accents (Nigeria, India, Singapore, Jamaica, Scotland, etc.). Quantitative results showed 23.7% higher comprehension accuracy (p<0.01) for diverse accents in international communication scenarios. Qualitatively, 81% reported reduced "accent anxiety." We further propose a decolonial data curation framework to mitigate algorithmic accent bias. Findings challenge the monolingual paradigm in AI listening tools and advocate for intentional accent diversity as a pedagogical imperative.
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Hanulikova, Adriana. "The role of perceived ethnicity in speech processing: Insights from diverse populations and methods." Journal of the Acoustical Society of America 151, no. 4 (2022): A99. http://dx.doi.org/10.1121/10.0010780.
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In this talk, I will discuss behavioral and electrophysiological studies that examine the extent to which perceived talker identity influences speech comprehension and evaluation. Two frequently discussed theoretical accounts lead to different predictions. Bias-based accounts assume conscious misunderstanding of a standard variety in the case of a speaker classification as nonnative, resulting in negative ratings and poorer comprehension. Exemplar-based models suggest that such effects arise only when a contextual cue to the social identity is misleading, i.e., when ethnicity and speech clash with listeners’ expectations. To address these accounts, and to assess ethnicity effects across different groups and methods, diverse non-university populations (172 monolinguals, 58 bilinguals, age range 12–92) were primed with photographs of Asian and white European women and asked to repeat and rate utterances spoken in three accents (Korean-accented German, a regional German accent, standard German), all embedded in background noise. In three electrophysiological studies, students (106 monolinguals, age range 18–30) passively listed to utterances in two accents (Turkish-accented and standard Dutch) and were either primed or not with photographs of a Turkic or a Dutch woman. The findings suggest that theoretical contradictions are a consequence of methodological choices, which reflect distinct aspects of social information processing.
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Levy, Erika S., and Catherine J. Crowley. "Beliefs Regarding the Impact of Accent Within Speech-Language Pathology Practice Areas." Communication Disorders Quarterly 34, no. 1 (2012): 47–55. http://dx.doi.org/10.1177/1525740112446851.
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With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs in New York State regarding their beliefs about the appropriate scope of practice of SLPs with accents in English and other languages. Responses were received from 28 directors and 530 students. Perceived appropriateness of service by accented clinicians depended on particular disorders serviced and degree of accent, with phonologically based services believed by the greatest number of respondents to require more native-like speech than other areas. Further efforts must be made to research effects of SLPs’ accents on service delivery and plan strategies, if needed, for successful service provision in SLPs’ diverse areas of practice when mismatches in language backgrounds occur.
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Roth, Marie. "Language Attitudes toward Accented Speech in the Workplace in Switzerland." International Journal of Linguistics 5, no. 3 (2024): 29–43. http://dx.doi.org/10.47604/ijl.2981.
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Purpose: The aim of the study was to analyze the language attitudes toward accented speech in the workplace in Switzerland. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Language attitudes toward accented speech in the workplace in Switzerland reveals a nuanced perception influenced by the country's multilingual environment. Studies indicate that individuals with native Swiss German accents tend to receive higher professionalism ratings compared to those with foreign accents, reflecting a bias that aligns with local linguistic preferences. Additionally, accents from non-European languages often face stigmatization, leading to perceptions of reduced competence and credibility. However, some findings suggest that exposure to diverse accents can foster greater acceptance and appreciation over time, particularly in multicultural workplaces. Unique Contribution to Theory, Practice and Policy: Social identity theory, linguistic accommodation theory & perception theory may be used to anchor future studies on the language attitudes toward accented speech in the workplace in Switzerland. Organizations should develop clear guidelines for performance evaluations that eliminate the subjective influence of accent bias. Organizations should establish policies that mandate participation in diversity training for all employees, including during onboarding and ongoing professional development.
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Álvarez-Mosquera, Pedro. "Young Coloureds’ implicit attitudes towards two historically White English accents in the South African context." English World-Wide 40, no. 3 (2019): 325–44. http://dx.doi.org/10.1075/eww.00034.alv.
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Abstract This study explores the implicit language attitudes of a sample of 84 young Coloured South Africans towards two historically White accents in the country: the Standard South African English accent and Afrikaans-accented English. In order to shed light on the role of language in the process of social categorization among the younger generations, I present a mixed-methodological approach that investigates the interrelation between the results of an Implicit Association Test (IAT) towards the two selected accents and the participants’ linguistic background, language exposure, and social distance levels. Within the target demographic, the data confirm the existence of an overall positive implicit attitude towards Standard South African English, although positive attitudes towards Afrikaans-accented English were not uncommon. Correlations between IAT effect and the variables “social distance levels with Whites” and “places of residence” provide potential explanations and valuable sociolinguistic information about the language dynamics in this diverse ethnic group.
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Shah, Amee P. "Retuning Ears & Rewiring Brains for Effective Communication: Foreign-Accent Perception & Sensitivity Training (FAPST)™." Advances in Social Sciences Research Journal 11, no. 7 (2024): 294–310. http://dx.doi.org/10.14738/assrj.117.17364.
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Purpose: Communication and psychosocial challenges are associated with processing regional or foreign accents. These challenges result in discrimination, marginalization, and reduced opportunities for culturally, linguistically, or racially diverse people. As a departure from the controversial approaches of training speakers to speak more effectively, this paper presents an innovative and effective methodology to train listeners instead and make the communication environment more “accent friendly”. Built upon two decades of testing and evidence, the Foreign Accent Perception & Sensitivity Training (FAPST)TM is used to develop skills in listening to accents, reducing implicit biases, and increasing appreciation and enjoyment for interacting with accents and cultures. Methodology: 320 undergraduate students from eight sections of a Diversity Issues course were provided the FAPST training online that included 15-20 minutes of gamified experience, over four weeks, in listening and identifying 54 varieties of accent in a structured, multimedia procedure. Assessments included weekly Accent Identification Scores as well as a pre- and post-survey using the CCQ tool to assess listeners’ baseline knowledge, attitudes, stereotypes, preferences, and skills related to processing accents. They also received formative assessments, feedback, and engaged in self-reflections. Results: Paired t-tests showed significant improvement in Accent Identification Scores which increased from 52% in week 1 and reached 75% by week 4, significant at p <0.05 level. The post-training CCQ survey results showed that Factual Knowledge scores improved significantly from 42% to 78%, Stereotypes scores reduced significantly from 89% to 22%, and Competence scores improved significantly from 23% to 76%. Participants reported increased confidence in listening accuracy and improvement in noticing details in accent patterns. Participants reported increased interest and willingness to interact with diversity. Participants also reported increased awareness of discrimination, and willingness to show allyship and advocacy for diverse individuals. Conclusion: This project confirmed that students have preconceived attitudes and biases as well as lower skills and confidence in interacting with diversity and accents which factor in their decisions and preferences to communicate with people with certain accents. It becomes imperative to set students up for success and engagement in a globalized world by training them with skills to navigate diversity. Results show that such a training improves listening accuracy as well as develops increased confidence and interest in engaging with diversity, while reducing implicit biases and stereotypes, along with increased factual knowledge of, and competence with accents.
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Lim, Boon Yee, and Chiaming Fan. "Simultaneous Interpreting with Accented Mandarin." INContext: Studies in Translation and Interculturalism 3, no. 2 (2023): 109–38. http://dx.doi.org/10.54754/incontext.v3i2.65.
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This study investigates the perception of simultaneous interpreting (SI) quality among accented Mandarin interpreters in Taiwan. Four hundred Taiwanese individuals were recruited online for a controlled experiment, where participants were randomly assigned, in equal numbers, to listen to one of four SI versions. Each version was distinguished solely by accent: Taiwan Mandarin, Chinese Standard Mandarin, Malaysian Mandarin, and US-accented Mandarin. Subsequently, participants were asked to evaluate the SI quality using a nine-item questionnaire, and optional comment sections were available for them to provide written feedback. Ratings were analyzed quantitatively, while comments were subjected to qualitative analysis. Results indicate that SI quality was evaluated less favorably in terms of comprehensibility and performance satisfaction with increasing markedness of accent. The Chinese Standard Mandarin accent was regarded as the suitable stylistic choice because of its “standard” prestige. However, it also faced some criticism, particularly for what certain participants perceived as mispronunciations. Among the non-Taiwanese Mandarin accents, Malaysian Mandarin was perceived as the most favorable for comprehensibility and satisfaction, likely due to its perceived similarities with Taiwan Mandarin. In contrast, American-accented Mandarin received the lowest ratings for comprehensibility. Nevertheless, there was a general sense of support for the US interpreter, possibly suggesting that perceived deficiencies in SI were attributed to factors beyond the interpreter’s control, such as their non-native background, as inferred from their accent. This study reveals that accent significantly influences interpreting quality perceptions, challenging prior beliefs of its minimal impact and underscoring its importance in interpreter training and development. The interpreting market is affected by complex dynamics involving diverse stakeholder biases towards accents, so interpreters face the dual challenge of adapting to a neutral accent to satisfy client expectations while preserving their own accent identity. However, increasing global and local focus on linguistic diversity may enhance accent tolerance and reduce accent-based judgments.
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Nur Fauzia, Adinda, and Dwi Poedjiastutie. "survey on interlocutor accent likeability in listening class." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 12, no. 1 (2025): 405–26. https://doi.org/10.22219/celtic.v12i1.40356.
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The interlocutor's accent plays an important role in the listener's understanding. In the context of English education majors, introducing students to various accents can improve listening comprehension and prepare them to be able to communicate globally. This research aims to identify the accents that students like, as well as the reasons behind their preferences. The study employs a quantitative approach, utilizing a survey method with a structured questionnaire and rating scale to validate the results. The researchers employed a cluster sampling technique, selecting participants from a class who were enrolled in an introductory listening class at an English department class at a private university in Malang. Respondents were asked to evaluate five English accents, namely, Indian, Thai, Indonesian, American, and Korean, through videos provided. The findings showed that the Indonesian accent was the most preferred due to its clarity and familiarity with the students' language backgrounds, while the Thai accent was the least preferred because the pronunciation and word stress were difficult to understand. The results of this study highlight the need to integrate local and foreign accents in listening materials to cultivate comprehensive listening skills. This study contributes to the understanding of Indonesian EFL learners’ perceptions and preferences regarding foreign English accents, which has important implications for the design of listening materials and teaching strategies. By recognizing learners’ accent preferences and challenges, more effective and culturally inclusive approaches can be developed to improve students’ listening skills and intercultural competence in diverse English-speaking contexts.
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Jassim, Sarah, and Husam Ali Abdulmohsin. "Accent Classification Using Machine Learning Techniques: A Review." International Journal of Computer Information Systems and Industrial Management Applications 17 (May 29, 2025): 421–51. https://doi.org/10.70917/ijcisim-2025-0028.
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Accent is a person's distinct manner of speaking a particular language. It dramatically influences communication by producing pronunciation variations, which makes it challenging for automatic speech recognition (ASR) systems to understand spoken language accurately. The growing need for more accurate speech recognition technology means that improving machines' capability to classify and recognize accents becomes an essential challenge in speech processing. In response to this problem, this paper reviews previous studies on accent classification models. It discusses the principal methodologies used in this research, including datasets, preprocessing techniques, feature extraction, evaluation metrics and classification methods based on traditional machine learning (TML) and deep learning (DL) techniques utilized for accent recognition. The review includes journal articles and conference proceedings published between 2015 and 2025, emphasizing recent years. Relevant articles were sourced from leading academic databases and platforms, including Scopus, IEEE, Springer, MDPI, Google Scholar, and ResearchGate. The study concludes by identifying key research gaps and proposing future directions to advance accent recognition systems, offering valuable guidance for addressing current challenges and exploring innovative methodologies. A comparative analysis shows that the k-NN is the most effective traditional machine learning (TML) classifier. Among DL models, the pre-trained xResNet18 model outperforms other deep learning (DL) models when applied to well-structured English accent datasets while CNN achieves higher accuracy for datasets with diverse English accents but relatively small dataset sizes. Additionally, the fine-tuned transformer Wav2Vec2 achieves higher overall accuracy using a balanced and diverse dataset of six English accents, demonstrating strong performance in raw audio-based accent classification.
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Tarnopolsky, Oleg B., and Svitlana D. Storozhuk. "GLOBAL ENGLISH ACCENTS AND NON-NATIVE ENGLISH TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 273–82. http://dx.doi.org/10.32342/2522-4115-2021-2-22-30.
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The article is a theoretical study of the issue of non-native English speakers and, in particular, nonnative English teachers’ accent peculiarities and whether these can be an obstacle for employing the latter as teachers of EFL (English as a Foreign Language taught in non-English-speaking countries) or ESL (English as a Second Language taught in English-speaking countries). In the paper, an attempt is made to prove that, under certain conditions, such accent peculiarities can be considered not as qualified non-native English teachers’ shortcomings but as an asset of a kind. In that respect, the notion of global English accents is introduced, which are considered as normative accents for English as an international, or rather global/ planetary, language of international/intercultural communication taught to all the learners of EFL and ESL. It is claimed that special measures should be taken for the native and non-native speakers of English to become accustomed and adapted to hearing such diverse accents quite frequently even in their home countries. Both the native and non-native English speakers the world over need to be taught and get accustomed to perceive the global English accents as something totally normal and acceptable as long as they do not make communication in English incomprehensible or comprehensible with difficulty. The advantages of non-English teachers with their accent peculiarities are discussed when teaching English not only to EFL but ESL students as well, and it is shown that they can be a great help in inuring both nonnative and native speakers of English to hearing the variety of global English accents. It is indicated that relevant training and mutual cooperation of both non-native and native teachers of English is required for achieving this goal.
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Zeng, Yangqianhui. "Linguistic Diversity and Inclusion: Exploring International Students Attitudes Towards Their Own Accents and Those of Native English Speakers." Communications in Humanities Research 44, no. 1 (2024): 67–72. http://dx.doi.org/10.54254/2753-7064/44/20240085.
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International students studying in English-speaking countries represent a diverse linguistic background and may exhibit varying degrees of accent, which can influence their self-perception and their perception of others. Accordingly, the paper examines the attitudes of international students toward their own accents and those of native English speakers, with particular emphasis on their adaptation processes in academic and social contexts. In this paper, semi-structured interviews were conducted with undergraduate and postgraduate students from China, with varying levels of English proficiency and length of residence in the UK, which aims to elucidate the nuanced attitudes of international students towards accents and their adaptation strategies. The results show that while many students initially perceived British and American accents as prestigious and attempted to imitate them, as they progressed through the language environment they were more inclined to prioritize effective communication and intelligibility over achieving a perfect native accent. This shift is consistent with existing literature, which emphasizes the importance of prioritizing clarity and mutual understanding. Inclusive language policies that prioritize linguistic diversity and communicative effectiveness, thereby fostering learning environments that are conducive to language acquisition.
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Rohmana, Wahyu Indah Mala, Fikri Wasilul Mustofa, and Zulfikar Ade Purnama. "Analyzing Pronunciation Problem with Fricative Consonant Among UIN Malang Students." International Journal of English Education and Linguistics (IJoEEL) 7, no. 1 (2025): 147–56. https://doi.org/10.33650/ijoeel.v7i1.9990.
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This study examines how phonological transfer from different regional accents affects the articulation of fricative consonants /f/, /v/, /θ/, and /ð/, leading to systematic pronunciation variations. Unlike previous research that broadly investigates Indonesian-English phonological differences, this study highlights how regional accents further shape L2 pronunciation patterns. Using qualitative research, data were collected through spoken language analysis and in-depth interviews with eight UIN Malang students from Pontianak, Sidoarjo, Indramayu, Bekasi, and Palangkaraya. Findings reveal that students from Malay-influenced regions (Pontianak and Palangkaraya) struggle more with fricative articulation than those from areas where the accent aligns more closely with Standard Indonesian (Sidoarjo, Indramayu, Bekasi). The most common errors include substituting /f/ with /p/ and /v/ with /b/, as well as replacing interdental fricatives with /s/, /t/, /d/, or /z/. These patterns result from phonological transfer, where L1 phonetic constraints shape L2 pronunciation, alongside the influence of exposure to diverse linguistic environments. These findings suggest that regional accents are not just linguistic variables but are also shaped by social and historical factors affecting foreign language acquisition. They underscore the need for pronunciation instruction that addresses accent-specific challenges rather than applying uniform teaching strategies. Language education policies should recognize regional phonetic diversity as a natural aspect of second language learning and develop more targeted pedagogical approaches to enhance pronunciation accuracy.
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Ramadhani, Wiggy, Iwan Setiawan, and Bibit Suhatmady. "A Descriptive analysis of British Accents in 'Bring Me The Horizon' Interview." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 1078–84. https://doi.org/10.33487/edumaspul.v8i1.7358.
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The British accent, spoken by individuals from the United Kingdom (UK), comes in various forms. "Bring Me The Horizon" is a renowned British band featuring British musicians who employ diverse British accents. This study aims to identify the prevalent British accent utilized by Oliver Sykes and Jordan Fish and to assess students' perceptions of the British accent spoken in the video, with the goal of facilitating their English language learning. The researcher used a descriptive qualitative research in order to gain the data.The researcher used an article from ‘Accent Bias Britain’ and was guided by a native speaker from UK in order to validate the data. The participants in this study included four students who had viewed the video. The data collection instruments comprised the video itself, transcripts of the dialogue, and an article sourced from Accent Bias Britain.. The research reveals that Oliver Sykes used General Norther English, and Jordan Fish used Multicultural London English
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Kutlu, Ethan, Emerson Peters, Samantha Chiu, and Bob McMurray. "The role of gradient speech categorization in accent perception." Journal of the Acoustical Society of America 155, no. 3_Supplement (2024): A79. http://dx.doi.org/10.1121/10.0026873.
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A key question in speech perception research is how listeners categorize highly varied signals into discrete units. The long-held assumption was that listeners discard variation and focus on the category itself (categorical perception, Liberman et al., 1957). However, listeners often encounter highly varied speech signals (e.g., processing unfamiliar accents). In such cases, discarding variation can be detrimental for listeners and can lead to more processing difficulty. Here, in an ongoing online study (n = 80), we measure English-speaking adult listeners’ speech categorization patterns with a continuous measure (the Visual Analogue Scaling Task: Kutlu et al., 2022; Apfelbaum et al., 2022) to see whether they are more susceptible to phonetic variation in their language environments. We index adults’ language exposure with an extensive social network survey which quantifies the extent to which they are exposed to varied accents on a regular basis and what those accents are. We then asked participants to recognize spoken sentences from a diverse set of unfamiliar accents. We predict that adults who are more gradient in their speech categorization are more accurate in transcribing sentences with a diverse set of accents.
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Pitychoutis, Konstantinos M. "Pronunciation Pedagogy Revisited: Voices From Omani B. Ed. Students." Journal of Language Teaching and Research 15, no. 4 (2024): 1039–50. http://dx.doi.org/10.17507/jltr.1504.02.
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This article investigates the attitudes of Omani B. Ed. students towards various aspects of pronunciation pedagogy. Employing a mixed-methods approach, the study captures students' preferences for pronunciation instruction methods, their attitudes towards different English accents, the role of technology in pronunciation learning, and the influence of extracurricular exposure to English. The findings reveal a strong preference for instructor-led methodologies, the use of technology, and a focus on communicative competence. Additionally, the study highlights a preference for Received Pronunciation among students, while views on American and International accents are polarised, reflecting the complex interplay of cultural, educational, and personal factors in accent choice. The research also underscores the significant role of extracurricular exposure to English in shaping students' attitudes towards pronunciation learning and correction. The study's insights have profound implications for curriculum design and teaching methodologies in English language teaching in Oman, emphasising the need for pedagogical approaches that are responsive to students' diverse linguistic backgrounds and experiences.
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Fitria, Tira Nur. "USING NATURALREADER: A FREE TEXT-TO-SPEECH ONLINE WITH AI-POWERED VOICES IN TEACHING LISTENING TOEFL." ELTALL: English Language Teaching, Applied Linguistic and Literature 4, no. 2 (2023): 1–17. http://dx.doi.org/10.21154/eltall.v4i02.6305.
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This research describes the use of NaturalReader in teaching listening TOEFL. This research is descriptive qualitative research. The analysis shows that NaturalReader is an AI-powered free text-to-speech service online which helps teachers/lecturers to teach English. In teaching English, especially listening to TOEFL, an English lecturer in ITB AAS Indonesia uses face-to-face learning combined with Zoom and Live YouTube streaming. The lecturer uses NaturalReader Text-to-Speech (TTS) in teaching listening TOEFL including Part A (short dialogue), Part B (long dialogue), and Part C (monologue). The lecturer opens the NaturalReader application, then clicks the + icon to input the words, phrases, or sentences that she/he wants to listen to the audio with their pronunciation. NaturalReader offers female and male voices and variation accents for both free and paid users. This software is capable of converting text into sound in multiple languages, including English with diverse accents, such as British or American. In teaching listening TOEFL, pronunciation especially accent cannot be separated from listening. In listening, the presence of several accents, the speakers’ speed, and the speaker’s intonation from native speakers on listening tests may threaten test fairness. By using the NaturalReader app, the students can learn to listen to how the word/phrase/sentence is pronounced differently with different accents and voices as they want. It means that the students study listening also pronunciation. When students understand correct pronunciation, students will understand English listening easier because they will learn to identify the sounds directly from native speakers.
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Armstrong, Eric, Joy Lanceta Coronel, Lisa Cromarty, Michelle Lopez Rios, and Alicia Richardson. "Say It Loud: A Round Table of IBPOC Accent Coaches." Canadian Theatre Review 196 (February 1, 2024): 31–35. http://dx.doi.org/10.3138/ctr.196.006.
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On Monday, 7 February 2022, five accent coaches gathered on Zoom for a round table discussion about accent training for racialized actors. Eric Armstrong, a professor at York University’s Department of Theatre and Performance, had invited the four guest accent/language coaches to discuss the needs of actors-in-training from Indigenous, Black, Asian, Latinx, and other communities. The coaches had all served as guest teachers for the racialized students in Armstrong’s fourth-year BFA accents class. The panellists shared their thoughts with the audience of roughly 135 on what can be done to make the teaching/learning environment both safe and effective for racialized students, and how we can build greater capacity, so that there are more coaches/teachers from diverse backgrounds in education and the industry.
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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 NESTs to prove the research question. Both native and non-native teachers agreed that being a native isn’t necessary to teach language better. Students were also questioned, and the results revealed they had no preference for native speakers or their accents. Therefore, these findings point to the necessity of having collaborative approaches to promote a stronger foundation of mutual respect, effective communication and interaction in TESOL classrooms. To improve the linguistic and literary creativity in English classrooms, language teaching needs a new rhetoric approach of world Englishes, thus respecting diversity in tones and accents of its learners and teachers both. The racist concept of native speakerism needs to be dismantled. A pluralistic view in daily pedagogical approaches and texts from varied socio-linguistic backgrounds will help improve productivity in classes. Mutual intelligibility and not accent should be the key to language learning in TESOL classrooms. It’s essential that intelligibility rather than accent be promoted to encourage mutual interaction in TESOL classrooms.
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Bade, Stefanie. "Hvernig meta Íslendingar fólk sem talar með hreim? Greining á duldum viðhorfum með sérstöku tilliti til kyns og aldurs." Orð og tunga 20 (June 1, 2018): 121–46. http://dx.doi.org/10.33112/ordogtunga.20.8.
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Att itudes to languages and language varieties are oft en diverse, generally being infl u-enced by individuals’ backgrounds and environment. This study investigates which background variables influence evaluations of foreign-accented speech in Icelandic. 538 Icelanders evaluated eight audio cues according to eight personality traits connected with prestige and solidarity. The speakers (all female) represented the largest immigration groups in Iceland. They were from the following countries: USA, Den-mark, the Philippines, Lithuania, Poland, Thailand, and Germany. Additionally, one native speaker of Icelandic was recorded. The verbal guise technique was employed, thus concealing speakers’ backgrounds. Statistical analysis revealed that women and those over 60 are generally more positive in their evaluation as compared to men or those under 60 years. Other background variables, such as residency, education or profession, showed much variance between individual accents and personality traits. The findings indicate that people’s background influences attitudes towards accents. Overall, results imply that those accents which can be categorized as Western are preferred to those that belong to Eastern Europeans or Asians. An ideological categorization of that kind has the power to potentially influence the deep-rooted linguistic climate in Iceland and to make way for a hierarchical system built on perceived na-tiveness and non-nativeness.
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Babayants, Art, and Nicole Nolette. "Defying the Monolingual Stage / Bousculer la scène unilingue." Theatre Research in Canada 38, no. 2 (2017): 143–47. http://dx.doi.org/10.3138/tric.38.2.143.
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In early April 2017, Toronto’s Modern Times Theatre invited a diverse group of artists, scholars, and critics to join a discussion about diversity in Canadian theatre practices. One of the panels moderated by the Artistic Director of Cahoots Theatre, Marjorie Chan, focused on languages and accents on stage. Each of the discussants proposed their own set of questions: How can minority languages be represented on stage? Should they be translated? What is the role of subtitles and what kind of sub/surtitles should be used? Who is allowed to use which language? For instance, can hearing actors use ASL on stage or should they let deaf actors perform roles that require ASL? Should immigrant actors who learned English as adults be expected to speak English without a marked accent? Why do Canadian audiences and critics find it difficult to accept “non-native sounding” actors performing characters that are expected to have an “unmarked” accent? Why are they expected to have an “unmarked accent”? While the discussants did not see eye to eye on many of these issues, it was clear that they all shared the view that professional Canadian theatre companies and Canadian theatre schools are currently doing a rather poor job at fostering linguistic and phonetic diversity on stage. It also became clear that the question of using multiple languages on stage is profoundly intertwined with the question of accents, dialects, the issues of accent/language perception, as well as race and race perception, the problem of power distribution, and, last but not least, the aesthetic choices of every single production.
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R., Vinotha, Hepsiba D., and Vijay Anand L D. "Empowering Communication: Speech Technology for Indian and Western Accents through AI-powered Speech Synthesis." Journal of Trends in Computer Science and Smart Technology 7, no. 1 (2025): 29–52. https://doi.org/10.36548/jtcsst.2025.1.003.
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Neural Text-to-speech (TTS) synthesis is a powerful technology that can generate speech using neural networks. One of the most remarkable features of TTS synthesis is its capability to produce speech in the voice of different speakers. This research builds upon the foundation of neural TTS synthesis, particularly focusing on voice cloning and speech synthesis capabilities for Indian accents. This stands in contrast to most existing systems, which are predominantly trained on Western accents. First, an LSTM-based speaker verification system identifies distinctive speaker traits. Next, a synthesizer, acting as a sequence-to-sequence model, translates text into Mel spectrograms representing speech acoustics. A WaveRNN vocoder transforms these spectrograms into corresponding audio waveforms. Finally, noise reduction algorithms refine the generated speech for enhanced clarity and naturalness. This system significantly enhanced its cloning process by training on a diverse multi-accent dataset (with 80% Indian accent). The improvement is attributed to the model being exposed to 600 hours of speech signals, encompassing the voices of 3000 speakers. This research offers an open-source Python package specifically designed for professionals seeking to integrate voice cloning and speech synthesis capabilities into their devices. This package aims to generate synthetic speech that sounds like the natural voice of an individual, but it does not replace the natural human voice.
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Vasquez Diaz, Katherine Regina, and Jamshed Iqbal. "Challenges Faced by International Students in Understanding British Accents and Their Mitigation Strategies—A Mixed Methods Study." Education Sciences 14, no. 7 (2024): 784. http://dx.doi.org/10.3390/educsci14070784.
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The massive relocation of international students calls for a thorough investigation of diverse difficulties faced by them, among which language-related barriers are reported to have serious consequences. The main goal of this research is to investigate accent-related challenges as barriers to comprehension and effective communication faced by international students in the United Kingdom (UK), along with the factors that helped or could help the students in terms of having better experiences. The scope of this study is limited to native British accents. The study relies on data collected to analyse the impact of native-accented speech, both qualitatively and quantitatively, on the listening experiences of currently enrolled or recently graduated international students in a British university. The underlying mixed-method approach is comprised of a survey and an interview. Analysis of data collected from the survey (n = 33 participants) revealed that 42% of the participants considered native-accented speech as the biggest factor affecting their listening comprehension. This is followed by a fast speech rate, which was selected by 36% of the participants. Regarding mitigation of the difficulties, participants showed mixed responses in terms of adopting various strategies. During the interview, participants (n = 6) shared their listening comprehension experiences, particularly those encountered during the initial months after their arrival in the UK. The results obtained are potentially useful in terms of students’ support, English as a Second Language (ESL) curriculum design, English language teachers’ training and establishing learning pedagogies.
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Smith, Jennifer. "Welsh voices and the magical localization." Journal of Interdisciplinary Voice Studies 9, no. 1 (2024): 49–61. https://doi.org/10.1386/jivs_00091_1.
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Whilst Welsh voices are used consistently within western film and television to denote Wales, across diverse multimedia spaces like Star Trek: Discovery (2017) and The Last Kingdom (2015), Welshness appears othered and fixed in the ‘magical’ in video games. English localizations of Japanese video games use Welsh voices and accents to encourage a connection with these magical spaces, and Celtic fetishized histories, for players who can identify this accent – which is primarily British audiences. This article highlights the impact of Welsh voices in signifying the mythological and magical game world across a combination of accent, language and music. I identify how Welsh voices are used in these spaces where other ludomusicology scholarship often does not acknowledge language and accent when discussing aural and sonic elements of video games, specifically focusing on localizations of Japanese role-playing games so consistently by analysing games such as Ni No Kuni, Xenoblade Chronicles 2 and 3, and Elden Ring.
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Melany Apriyanti, Rere Melvina, Chemilia Azra Putri, E. Nur Putri Wulandari, and Erwin Pohan. "Students' Challenges in Learning Listening: A Case in SMAN 2 Tanjungpinang." JET ADI BUANA 9, no. 02 (2024): 181–88. https://doi.org/10.36456/jet.v9.n02.2024.9898.
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This study examines the challenges faced by students at SMAN 2 Tanjungpinang in developing listening comprehension skills in English as a Foreign Language (EFL). Using a qualitative approach, data were collected through listening tests and interviews with 35 students. The results identified key challenges, including limited vocabulary, unfamiliar topics, grammar knowledge deficits, fast speech, accent variations, unclear pronunciation, lack of practice, and environmental noise. These difficulties hinder students' ability to understand spoken English effectively. The findings suggest that targeted interventions, such as vocabulary-building activities, exposure to diverse accents, and improved classroom environments, are needed to enhance listening skills. This study provides valuable insights for teachers and policymakers to improve listening instruction in similar educational contexts.
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Cowan, Tiana M., and Anne J. Olmstead. "Exploring the Implications of Input Variability for Unfamiliar Accented Speech Perception: A Focused Review and New Hypotheses." Languages 8, no. 1 (2023): 67. http://dx.doi.org/10.3390/languages8010067.
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Children with and without communication disorders have difficulty understanding words and sentences produced by talkers with unfamiliar characteristics, such as unfamiliar accents. To date, few studies have investigated how this difficulty manifests in linguistically diverse children. Studies of monolingual children have found that lexical and phonological skills predict accurate perception. For linguistically diverse children, there are differences in the structure of their linguistic input relative to their monolingual peers. These differences in their linguistic input influence their lexical and phonological development, suggesting that they may also differ in how they perceive unfamiliar accented speech. In this paper we present different hypotheses for how input variability might affect unfamiliar accented speech perception. Then, we conduct a focused review of the literature on how input variability affects early linguistic development for bilingual and bidialectal children. We link this information to the literature on how children with and without language disorders understand unfamiliar accented speech to identify important areas for future inquiry. Determining how input variability interacts with linguistic skills to predict unfamiliar speech perception is a crucial area for future inquiry. Effective clinical recommendations and educational accommodations require understanding of the linguistic skills and experience that support accurate variable speech perception for diverse populations.
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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 language learners. The future class teachers gave stricter evaluations of foreign accent than the future Finnish as a second language teachers. Based on the results of the study, it could be argued that reciting song lyrics could be used for teaching pronunciation. Further, the results support previous findings that more experienced listeners give milder evaluations than more unexperienced. Thus, it would be valuable for future teachers to gain experience in listening diverse accents.
 
 
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Wang, Anrui. "Speech recognition for different dialects and accents." ITM Web of Conferences 73 (2025): 02011. https://doi.org/10.1051/itmconf/20257302011.
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China is a populous nation made up of many different ethnic groups. Specifically, due to multiple factors, dialects in different regions of China exhibit notable differences in speech characteristics, intonation, and vocabulary. As a result, research progress and practical applications in dialect speech recognition face an imbalanced situation. Therefore, exploring specific recognition methods, establishing diverse dialect corpora, and investigating regional heterogeneity within different dialects are crucial for enhancing the accuracy and applicability of Chinese speech recognition. This paper sorts out the key technologies related to dialect speech model, integrates the deep neural network and Supervised learning of the model. In addition, data enhancement and adaptation methods of various model techniques, attention mechanism, end to end System are also introduced. These techniques can effectively improve the performance of the model in different dialect environments. Moreover, the current limitations of the field will be discussed, such as the lack of accuracy in identifying certain dialects and the challenges in data collection and processing. By analyzing these issues, this research aims to propose potential solutions for the further development of dialect speech recognition technology, offering valuable reference material for researchers and developers.
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Véliz Campos, Mauricio. "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, no. 23 (May 19, 2015): 213. http://dx.doi.org/10.29344/0717621x.23.117.
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AbstractThe present qualitative study aims to, from a critical perspective, uncover the beliefsand attitudes that pre-service English teachers have with regard to diverse linguistic phenomena, viz. perceptions about English varieties, implications of a foreign accentin teachers of English, and the spread of English across the world. Similarly, it intends to unveil the factors that contribute to the establishment of such belief systems. The results show that highly stereotypical beliefs prevail with regard to varieties and accents of English, and that knowledge about the spread of English is rather meagre. Also, it becomes apparent that both implicit and explicit discourses used by teacher trainersexert a powerful influence on the construction of belief systems.Key words: varieties of English, (foreign) accent, spread of English.Un análisis crítico de los modelos predominantes en laenseñanza de la pronunciación del inglés en programasde formación docente: un estudio chileno basado en evidenciasResumenEl presente trabajo corresponde a una investigación cualitativa, enfocada desde una perspectiva crítica, que pretende develar las creencias y actitudes que evidencian estudiantes de un programa de preparación de profesores de inglés en relación a diversos fenómenos lingüísticos; entre ellos se destacan las percepciones sobre las variedades del inglés, implicancias de un acento extranjero en profesores de inglés, la masificación del inglés en el mundo y factores que contribuyen a los sistemas de creencias sobrelas temáticas abordadas
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Tesfaye W, Betelhem, and Hailom Banteyerga A. "Students’ Digital Technology Access and Utilization for Learning Listening Skills." Journal of Languages and Language Teaching 13, no. 2 (2025): 936. https://doi.org/10.33394/jollt.v13i2.10415.
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This study examined the access and use of digital technology and the approach preference and experience in learning listening skills among undergraduate students at Addis Ababa Science and Technology University (AASTU). The researchers conducted a case study with a randomized sample of students. They collected data through a questionnaire (292 students) and focus group discussions. The data was analyzed using descriptive statistics and thematic analysis. Though students possessed smartphones, computers, and internet access, inconsistent Wi-Fi coverage presented challenges. A mixed-methods approach revealed a preference for technology-enhanced learning, with students appreciating its potential for authentic accents and fluency practice. However, traditional teacher-read approaches remained valuable for comprehension and familiarity. While comfortable with technology, students had not fully explored its potential for language learning. Limited listening practice and exposure to diverse accents were highlighted. Integrating diverse listening materials, technology-assisted practice, and differentiated instruction based on English language proficiency is recommended to create a more effective and engaging language learning environment that harnesses the power of technology without neglecting the comfort of familiar methods. The research urges teachers to leverage students' tech savvy and access to enhance listening instruction by intentionally embracing diverse digital tools and materials beyond classic classroom limitations.
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Diskin-Holdaway, Chloé, and Paola Escudero. "Language Attitudes in Australia: Results from a Nationwide Survey." Languages 9, no. 6 (2024): 200. http://dx.doi.org/10.3390/languages9060200.
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Recent research on attitudes to Australian English (AusE) shows that there is a general increase in its acceptance, legitimacy, and endonormativity. However, a certain “cultural cringe” exists, particularly when “broad” AusE is seen as representative of the variety. A significant gap in the literature is how the perceptions and usage of AusE may change as the population becomes more diverse. This paper presents findings of an online survey of language attitudes towards AusE with 661 respondents across Australia, over a third of whom were born overseas. Overall, there is minimal evidence of a standard language ideology, with 80% of respondents reporting having an accent to some degree. Almost half of respondents report occasionally or frequently changing their accents due to context, interlocutor, or making themselves understood. When asked to rate AusE along six traits on a seven-point scale, the traits of educatedness, professionalism, and attractiveness were consistently centered on neutral. For friendliness and likeability, the majority skewed towards neutral and positive. For the trait of clarity, there was a greater range of responses, but overall, 50% of respondents found AusE to be somewhat, moderately, or really clear. These findings further our understanding of attitudes and ideologies in Australia’s increasingly diverse language ecology.
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Fitria, Risa. "Teaching pronunciation in the Indonesian context: A native speaker or ELF model?" ACCENTIA: Journal of English Language and Education 1, no. 1 (2020): 24–31. http://dx.doi.org/10.37598/accentia.v1i1.806.
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Today, the numbers of English speakers are geographically and culturally diverse. The discussion on which pronunciation model of English should be introduced to learners of English has become under discussion among English language practitioners. Should English teachers teach pronunciation aiming at near native accents or at intelligibility in which learners can understand different models of English? As a country where English is a foreign language and Non Native-English-Speaking Teachers (NNESTs) are vastly available, Indonesia has posed its uniqueness due to its diverse learners and teachers backgrounds. Under this circumstance, then, there has been a frequent question to whether NNESTs can help learners to develop their English pronunciation. This paper discusses English as a Lingua Franca (ELF) model as suggested by Jenkins (2000) in teaching English pronunciation that can be implemented in the Indonesian context. It suggests that what matters more to learners is improving their intelligibility in English pronunciation rather than aiming for near native accents. English teachers are encouraged to develop a pronunciation instruction that suits the learners needs and interests without discriminating any model of English. Finally, a conclusion is provided with my argument that ELF model will be a better model to be implemented in the teaching of pronunciation in the English classroom in Indonesia.
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Akram, Nazia, Maqsooda Sadiq, and Jawaria Rehman. "Exploring Gender Based Listening Anxieties in Computer Based IELTS Tests: An In-depth Investigation." Journal of Asian Development Studies 13, no. 1 (2024): 666–74. http://dx.doi.org/10.62345/jads.2024.13.1.55.
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The current study investigates diverse listening anxieties experienced by both genders during the computer-based IELTS listening test. Three key anxieties are examined: cognitive and physical stress, pronunciation and accent challenges, and language and vocabulary knowledge issues. A notable difference in responses between genders is observed, with females exhibiting increased anxiety levels when listening and typing simultaneously. In contrast, males face challenges comprehending different accents within the same audio. Both genders express significant apprehension regarding encountering unknown words. Employing a quantitative approach, the study analyses data from 88 participants who have recently appeared in the Computer-Based IELTS exam. Descriptive statistics serve as the primary analytical tool. Results indicate that the transition to screen-based IELTS introduces a few challenges for students accustomed to paper-based testing, exacerbating existing anxieties. The study advocates for integrating realistic practice tests into classroom curricula to alleviate screen related fears and prepare students for the exam environment. This research sheds light on the nuanced dynamics of listening anxieties in screen-based testing contexts, providing insights for educators and test administrators to enhance student preparation and performance.
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Miller, Joseph C. "Epilogue." Journal of Global Slavery 2, no. 3 (2017): 337–77. http://dx.doi.org/10.1163/2405836x-00203006.
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A historiographical introduction to slaving, worldwide, accents the productivity of the social sciences in expanding its study from the modern Americas to fully global scales, but also raising challenges to maintaining a single abstract definition for “slavery” applicable to increasingly diverse contexts. An epistemological shift to historical analyses built from human motivations and strategies, richly contextualized in particular times and places, characterizes the four innovative essays in this collection, which advance the field by historicizing early maritime slave trading in the southern Atlantic.
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Paksi, Galuh, and Wahyo Cahyadi. "Need Analysis of DKV Student Toward English Listening Skill." EDUJ : English Education Journal 2, no. 1 (2024): 25–29. http://dx.doi.org/10.59966/eduj.v2i1.958.
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In an increasingly globalized world, proficiency in English, particularly in listening skills, is essential for students across various disciplines, including Design and Visual Communication (DKV). This study aims to conduct a comprehensive need analysis to identify specific difficulties and requirements related to English listening skills among DKV students at Universitas Indraprasta PGRI. Utilizing surveys and stratified random sampling, the research gathers detailed data on current proficiency levels, perceived importance, and specific challenges faced by these students. Key findings reveal that while most students possess intermediate proficiency, they face significant difficulties with understanding different accents, fast speech rates, and technical vocabulary. These challenges are compounded by external factors such as background noise and lack of context. The study underscores the importance of tailored educational strategies, including exposure to diverse English accents, varied speech rates, and technical vocabulary specific to the DKV field. Additionally, it highlights the need for interactive and immersive learning experiences to enhance students' listening competencies. The results provide valuable insights for educators to develop effective interventions and support services, ultimately improving the academic and professional prospects of DKV students.
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Chung, Bohyon, and Hyun Kyung Miki Bong. "The Intelligibility of Korean-Accented English in the Lingua Franca Context." English Teachers Association in Korea 29, no. 2 (2023): 1–16. http://dx.doi.org/10.35828/etak.2023.29.2.1.
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This study aimed to establish an empirical basis for prioritizing English as a Lingua Franca (ELF) instruction by evaluating the importance of “intelligibility” in communication with accented English speakers. It specifically examined the claims surrounding the Lingua Franca Core (LFC) features as the minimum requirements for intelligibility in ELF contexts. The experiment focused on the intelligibility of Korean-accented English (KoE) and general American English (AmE) to Korean-Speaking Learners (KSLs) and Japanese- Speaking Learners (JSLs). The findings indicated that AmE was more intelligible to both non-native English speaker groups. In contrast, KoE’s intelligibility was hindered by non- LFC features such as the pronunciation of the dark /l/ sound and specific vowel qualities. These results challenge the LFC proposal and suggest the need for a modified set of LFC features in ELF teaching and learning. The implications of this study are significant for English language education, highlighting the necessity of considering different accents and non-LFC features in ELF communication. By incorporating these aspects into instruction, teachers can better prepare learners for real-world interactions in diverse linguistic contexts. This approach enhances learners’ confidence and proficiency in understanding and being understood by individuals from various linguistic backgrounds, fostering successful intercultural exchanges.
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Ge, Puning. "Analysis of the Meaning of Functional Load for English Pronunciation Teaching at a Cross-Cultural Bilingual University Taking Wenzhou-Kean University as an Example." Communications in Humanities Research 3, no. 1 (2023): 165–77. http://dx.doi.org/10.54254/2753-7064/3/20220240.
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Wenzhou-Kean University (WKU) is a Sino-American collaborative university where Chinese students communicate in English with professors and peers having diverse English accents. Through such interactions, these students seem to naturally develop an awareness of pronunciation modification. Since pronunciation teaching is not yet emphasized at WKU, this study preliminarily examined if traditional factors affecting functional load (FL), for example, the number of minimal pairs, the difference between consonants and vowels, word frequency, and language context made sense for teaching phonemic contrasts at WKU. At the same time, students perceptions of interactions effect on pronunciation awareness were assessed. The researcher collected and analyzed attitudinal data from 114 WKU students with different English learning goals. It turned out that emphasizing teaching traditional high FL mistakes, consonant contrasts, and frequently used spoken words might not be necessary at WKU. Instead, through natural interactions in an English as an International Language (EIL) environment, students seemed to have identified important pronunciation mistakes among Chinese learners, tolerated those mistakes not hindering understanding, and practiced perceiving the meaning of accented words through language context.
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Samoshkina, Irina, and Evgeniya Klyukina. "From RP to Global Adaptability: Examining Language Education Trends in Russian Universities." Proceedings of The International Conference of Advanced Research in Education 1, no. 1 (2024): 50–59. http://dx.doi.org/10.33422/educationconf.v1i1.400.
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For decades, Russian higher education institutions have favoured British English, particularly Received Pronunciation (RP), as the academic standard. Adhering to these norms, they often overlook the importance of exposing students to a variety of accents, mistakenly viewing deviations from RP as academically inferior. This approach limits students' ability to master English comprehensively for global communication as the contemporary reality of English requires a more expansive and inclusive pedagogy. This study investigates the alignment between English instruction preferences of students and faculty members at the Russian Presidential Academy of National Economy and Public Administration (RANEPA) in Moscow. It explores the reasons behind teachers' adherence to British pronunciation, analyses students' emerging needs, and questions the effectiveness of an RP-centric approach in fostering global communication skills. The survey collected responses from students at various academic levels and faculty members through an anonymous questionnaire featuring multiple-choice and open-ended questions. Results reveal a significant divergence between students' preferences and teachers' instructional focus. Most students learn English to interact with both native and non-native speakers and are aware of major English varieties. While students’ preferred pronunciation models vary, faculty members predominantly favour British English, particularly RP, as the instructional standard. The study concludes that students display a pragmatic and open-minded approach, desiring exposure to various English accents. This contrasts with teachers' preference for British English, which may hinder effective communication and cultural understanding. The study recommends a more inclusive approach in language instruction, exposing students to diverse English accents to better prepare them for global communication.
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Gut, Ulrike. "Nigerian English prosody." English World-Wide 26, no. 2 (2005): 153–77. http://dx.doi.org/10.1075/eww.26.2.03gut.
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Nigerian English (NigE) prosody has often been described as strikingly different from Standard English varieties such as British English (BrE) and American English. One possible source for this is the influence of the indigenous tone languages of Nigeria on NigE. This paper investigates the effects of the language contact between the structurally diverse prosodic systems of English and the three major Nigerian languages. Reading passage style and semi-spontaneous speech by speakers of NigE, BrE, Hausa, Igbo and Yoruba were analysed acoustically in terms of speech rhythm, syllable structure and tonal structure. Results show that NigE prosody combines elements of intonation / stress languages and tone languages. In terms of speech rhythm, syllable structure and syllable length, NigE groups between the Nigerian languages and BrE. NigE tonal properties are different from those of an intonation language such as BrE insofar as tones are associated with syllables and have a grammatical function. Accentuation in NigE is different from BrE in terms of both accent placement and realisation; accents in NigE are associated with high tone. A proposal for a first sketch of NigE intonational phonology is made and parallels are drawn with other New Englishes.
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Maulida, Sarah, and Silih Warni. "Students’ Perceptions Toward the Impact of English Movies on Students’ Vocabulary Knowledge." SALEE: Study of Applied Linguistics and English Education 5, no. 2 (2024): 666–80. http://dx.doi.org/10.35961/salee.v5i2.1448.
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This study explores students' perceptions of the impact of watching English movies on vocabulary acquisition. The research involved interviews with seven 12th-grade students from one state high schools in Jakarta, focusing on their experiences with English movies and their effects on vocabulary acquisition. The findings reveal that watching English movies offers significant benefits for language learning, including vocabulary enrichment, contextual learning, and improved pronunciation and accent. Participants showed preferences for specific movie genres such as comedy, romance, and science fiction, which aligned with their interests and motivated them to continue engaging with English media for learning purposes. Despite encountering challenges such as understanding dialogues and accents, students found diverse exposure to language contexts beneficial for enhancing linguistic competence. Strategies such as using subtitles and note-taking were highlighted as effective methods for maximizing vocabulary learning. Overall, personal preferences in movie genres played a crucial role in motivating students and increasing enjoyment in the language learning process. This study provides insights into the positive impact of English movies on vocabulary acquisition and suggests practical strategies for incorporating movie-based learning approaches in language education.
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Rakhmonov, Nodirjon, and Dilnavozxon Xamidova. "PROBLEMS AND SOLUTIONS IN TEACHING LISTENING SKILLS TO B1-LEVEL STUDENTS." QO‘QON UNIVERSITETI XABARNOMASI 13 (December 29, 2024): 362–65. https://doi.org/10.54613/ku.v13i.1098.
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This article discusses the challenges faced by B1-level students in learning listening skills and offers practical solutions to address these difficulties. The problems identified include limited vocabulary, difficulty understanding fast speech and varied accents, the challenge of listening for specific information, inconsistent practice, cultural context misunderstandings, and passive listening habits. Solutions proposed include pre-listening vocabulary preparation, gradual exposure to faster speech, targeted listening tasks, and incorporating diverse materials to keep students engaged. Active listening strategies, cultural background information, and consistent feedback are emphasized as critical to improving students' listening comprehension.
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Teshaboyeva, Nafisa Zubaydulla qizi, and Ozodbek Ismat o'g'li. Durdiyev. "Cultural Influences on Listening Comprehension." ACUMEN: INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH 1, no. 4 (2024): 252–54. https://doi.org/10.5281/zenodo.14227970.
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<em>Cultural influences significantly impact listening comprehension, shaping how individuals interpret spoken language and contextual meaning. This article explores the role of culture in listening comprehension, focusing on challenges such as idiomatic language, high-context versus low-context communication, accents, and cultural references. It highlights strategies to address these barriers, including exposure to diverse listening materials, teaching cultural competence, emphasizing contextual understanding, and encouraging active listening. The discussion underscores the importance of fostering cultural awareness in learners and communicators to improve listening comprehension and promote effective cross-cultural communication.</em>
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Emi, Moriuchi. "PERCEIVED ATTRACTIVENESS, EXPERTISE, AND ENTERTAINMENT EXPERIENCE OF ACCENTS IN YOUTUBE VIDEO ADVERTISEMENTS: A UNIVERSAL-DIVERSE ORIENTATION APPROACH." Global Fashion Management Conference 2020 (November 5, 2020): 1504–5. http://dx.doi.org/10.15444/gmc2020.11.04.03.
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Insyra Pasaribu, Attala Rania, and Muhammad Miftah Al Khalili. "PHONETICS IN DIGITAL MEDIA: IMPLICATIONS FOR SPEECH RECOGNITION TECHNOLOGY." Jurnal Recoms 1, no. 2 (2024): 68–79. https://doi.org/10.59548/rc.v1i2.285.
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Phonetics, a branch of linguistics, examines the production, transmission, and perception of speech sounds, divided into articulatory, acoustic, and auditory subfields. Each area provides unique insights into how language sounds are generated, transmitted, and interpreted. This study explores the implications of phonetics in advancing digital speech recognition technology, particularly focusing on phoneme variation, intonation, and accent recognition. A research and development (R&D) methodology was employed, encompassing analysis, design, implementation, and evaluation stages to develop a prototype system integrating phonetic principles. The mixed-method approach combined qualitative and quantitative analyses to ensure a comprehensive evaluation of phonetics' integration in speech recognition technology. The research underscores the critical role of articulatory phonetics in modeling the production of diverse phonemes and accents, especially in complex languages like Arabic, which features unique phonemes such as pharyngeal sounds and emphatics. Findings reveal phonetics as foundational to developing inclusive and efficient Arabic speech recognition technology, with applications in language education, religious recitation, customer service, and linguistic research. This technology offers transformative potential for oral tradition preservation, inclusivity in services, and economic opportunities in the Arabic-speaking market, fostering accessibility and cultural preservation. The research highlights the interdisciplinary potential of phonetics to drive innovation, enhance social inclusion, and support the sustainable development of speech-based technologies in the digital era.
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Murad, Tareq, Jamal Assadi, and Roqaya Abo Assa. "Teachers' Point of View Concerning the Impact of Bedouin Culture on EFL Speaking Skills Among High School Arab Students in the Negev, Israel." Theory and Practice in Language Studies 14, no. 10 (2024): 3037–45. http://dx.doi.org/10.17507/tpls.1410.04.
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This research is aimed at exploring the influence of Bedouin culture on the development of English as a Foreign Language (EFL) speaking skills in high school Arab students residing in Israel's Negev region, as perceived by educators. To achieve this, the study involves conducting interviews with experienced English teachers and delving into various cultural factors, including the impact of dialects and accents in students' first language (L1), parental education levels, socioeconomic status, and gender dynamics. The findings shed light on the intricate relationship between culture and language proficiency, revealing that students' strong attachment to their native dialects and accents can present challenges in acquiring English-speaking skills. Furthermore, the research highlights the significance of parental education, with higher levels of parental education positively correlated with students' speaking abilities. Socioeconomic status emerges as a notable influencer of language resources, which, in turn, affects language development and proficiency. Additionally, gender dynamics come into play, showing how cultural norms can influence male and female students differently in their language learning activities. These results underscore the importance of employing culturally sensitive approaches to language education, providing valuable insights for educators and policymakers striving to enhance EFL speaking skills in students from diverse cultural backgrounds.
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Selikhova, M. S., and P. A. Soltys. "Modern accents in the diagnostics of inflammatory diseases of the pelvic organs." V.F.Snegirev Archives of Obstetrics and Gynecology 7, no. 1 (2020): 37–42. http://dx.doi.org/10.18821/2313-8726-2020-7-1-37-42.
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The clinical course of inflammatory diseases of the pelvic organs (PID) is very diverse, certain difficulties in the diagnosis of acute inflammation can be caused with a sufficient combination of probable symptoms. Most of the patients are subacute or chronic course of the disease. Not timely diagnosis and incorrectly prescribed treatment favorably affects the movement of the inflammatory process in the upper genital tract.
 The diagnosis of PID in emergency rooms and clinics is often based on clinical criteria, with or without additional laboratory and visual tests. Clinical data have a sensitivity of 87% and a specificity of 50% versus 83% sensitivity and 26% specificity of endometrial culture.
 The presence of leukocytosis in peripheral blood, elevated ESR and/or the level of C-reactive protein are also markers of inflammation and may be an indicator of the severity of the disease, but they do not serve as specific signs of PID.
 The frequency of occurrence of inflammatory diseases of the reproductive system and common complications can lead to a pronounced imbalance in the reproductive potential of not only women, but also the population. The presence of a predominance of the chronic course of the disease, specialists of different profiles should have a sense of suspicion of the probable presence of an infectious agent in the pelvic organs in women of reproductive age in the presence of various non-specific complaints from the lower abdomen and the absence of other obvious reasons.
 Untimely treatment of PID is closely associated with the deterioration of the patients condition and long-term complications.
 To achieve successful attempts to prevent complications of PID, it is practically not possible, despite numerous studies.
 The widely used routine laboratory examination methods have diagnostic value only in patients with pronounced symptom complexes, while in the chronic course their significance is small.
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Pramesti, Hanung Salsabila, Chattaphorn Sripraset, and Oktavia Dwi Putri Larasati. "Learning English Listening Using Social Media." Applied Research on English Education (AREE) 2, no. 1 (2024): 45. https://doi.org/10.26714/aree.2.1.2024.45-51.
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This study aims to examine ELT learners who acquire English language skills by listening to content on social media platforms. The instruments used in this research consisted of a questionnaire that assesses learners’ interest in learning through social media platforms. The questionnaire consists of 30 items that responders are required to complete. The participants were the 60 bachelors degree of English Education Department. The findings reveal multiple variables that impact individuals' auditory comprehension abilities. The first issue is challenging pronunciation, obscure terminology, diverse accents, and unengaging content, and the final concern revolves around insufficient practice by individuals. In order to comprehend the current English-language technologies available today, acquiring the skill of active listening can be achieved through multiple methods.
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Sirohi, Anant. "Research Paper on Text to Audio Converter using NLP." International Journal for Research in Applied Science and Engineering Technology 13, no. 5 (2025): 1313–16. https://doi.org/10.22214/ijraset.2025.70467.
Full textAbstract:
The development of text-to-speech (TTS) systems has advanced significantly with the introduc on of deep learningbased models. This paper inves gates the impact of various deep learning architectures, such as WaveNet and Tacotron 2, on the naturalness of synthesized speech. By leveraging convolu onal neural networks (CNNs) and recurrent neural networks (RNNs), we explore techniques for improving prosody, intona on, and speech quality. Our experiments show that the integra on of a en on mechanisms and vocoder models leads to more accurate and human-like speech output, par cularly in complex sentence structures. Addi onally, we examine the poten al of TTS systems in mul lingual and emo onal speech synthesis, showing promising results in genera ng speech with diverse accents and emo ons.
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Ahmed, Boumehdi, and Yousfi Abdellah. "MDVC corpus: empowering Moroccan Darija speech recognition." Indonesian Journal of Electrical Engineering and Computer Science 34, no. 1 (2024): 290. http://dx.doi.org/10.11591/ijeecs.v34.i1.pp290-301.
Full textAbstract:
Automatic speech recognition (ASR) technology has significantly transformed human-machine interactions, but it remains limited in its representation of diverse languages and dialects. Moroccan Darija, the lively Moroccan dialect, has long been underrepresented in the realm of language technology. To address this gap, we present a novel corpus of audio files accompanied by meticulously transcribed Moroccan Darija speech. The corpus comprises 1,000 hours of diverse content, featuring multiple Moroccan accents, extracted from 80 YouTube channels. To standardize the representation of Moroccan Darija in our corpus, we made efforts to establish consistent writing norms and conventions. In addition to the dataset creation, we applied fine-tuning using the Wav2Vec2 model on the Moroccan Darija voice corpus (MDVC) dataset achieving a remarkable word error rate (WER) of 9%. This article discusses the current state of Moroccan Darija research, highlighting the scarcity of resources and the need for robust ASR systems. Our contribution offers a valuable resource for researchers and developers, and by standardizing the Darija language, we strive to improve ASR system for this low resource language.
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Ahmed, Boumehdi, and Yousfi Abdellah. "MDVC corpus: empowering Moroccan Darija speech recognition." Indonesian Journal of Electrical Engineering and Computer Science 34, no. 1 (2024): 290–301. https://doi.org/10.11591/ijeecs.v34.i1.pp290-301.
Full textAbstract:
Automatic speech recognition (ASR) technology has significantly transformed human-machine interactions, but it remains limited in its representation of diverse languages and dialects. Moroccan Darija, the lively Moroccan dialect, has long been underrepresented in the realm of language technology. To address this gap, we present a novel corpus of audio files accompanied by meticulously transcribed Moroccan Darija speech. The corpus comprises 1,000 hours of diverse content, featuring multiple Moroccan accents, extracted from 80 YouTube channels. To standardize the representation of Moroccan Darija in our corpus, we made efforts to establish consistent writing norms and conventions. In addition to the dataset creation, we applied fine-tuning using the Wav2Vec2 model on the Moroccan Darija voice corpus (MDVC) dataset achieving a remarkable word error rate (WER) of 9%. This article discusses the current state of Moroccan Darija research, highlighting the scarcity of resources and the need for robust ASR systems. Our contribution offers a valuable resource for researchers and developers, and by standardizing the Darija language, we strive to improve ASR system for this low resource language.