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Journal articles on the topic 'Non-native speakers of English'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

Gnevsheva, Ksenia, and Daniel Bürkle. "Age Estimation in Foreign-accented Speech by Native and Non-native Speakers." Language and Speech 63, no. 1 (2019): 166–83. http://dx.doi.org/10.1177/0023830919827621.

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Current research shows that listeners are generally accurate at estimating speakers’ age from their speech. This study investigates the effect of speaker first language and the role played by such speaker characteristics as fundamental frequency and speech rate. In this study English and Japanese first language speakers listened to English- and Japanese-accented English speech and estimated the speaker’s age. We find the highest correlation between real and estimated speaker age for English listeners listening to English speakers, followed by Japanese listeners listening to both English and Ja

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Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English speakers’ adaptation to native English speaker’s speech." Journal of the Acoustical Society of America 146, no. 4 (2019): 2842. http://dx.doi.org/10.1121/1.5136855.

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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, t

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Fang, Fan (Gabriel). "Native-speakerism revisited: Global Englishes, ELT and intercultural communication." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 115–29. http://dx.doi.org/10.25170/ijelt.v13i2.1453.

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The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language t

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Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English listeners' adaptation to native English speakers." JASA Express Letters 1, no. 10 (2021): 105201. http://dx.doi.org/10.1121/10.0006558.

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Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English listeners' adaptation to native English speakers." JASA Express Letters 1, no. 10 (2021): 105201. http://dx.doi.org/10.1121/10.0006558.

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7

Leonard, Josie. "Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English." Applied Linguistics Review 10, no. 4 (2019): 677–703. http://dx.doi.org/10.1515/applirev-2017-0033.

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AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by exam

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Sanders, Lisa D., Helen J. Neville, and Marty G. Woldorff. "Speech Segmentation by Native and Non-Native Speakers." Journal of Speech, Language, and Hearing Research 45, no. 3 (2002): 519–30. http://dx.doi.org/10.1044/1092-4388(2002/041).

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Varying degrees of plasticity in different subsystems of language have been demonstrated by studies showing that some aspects of language are processed similarly by native speakers and late-learners whereas other aspects are processed differently by the two groups. The study of speech segmentation provides a means by which the ability to process different types of linguistic information can be measured within the same task, because lexical, syntactic, and stress-pattern information can all indicate where one word ends and the next begins in continuous speech. In this study, native Japanese and

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Kim, Sarang, Aidan Bindoff, Maree Farrow, Fran McInerney, Jay Borchard, and Kathleen Doherty. "Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers." International Review of Research in Open and Distributed Learning 22, no. 3 (2021): 19–33. http://dx.doi.org/10.19173/irrodl.v22i3.5380.

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Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers

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Cahyanti, Ade Dwi, Rudi Hartono, and Dwi Anggani Linggar Bharati. "Comparing the Language Style Used by Native and Non-native English Speakers in The Ellen Show." English Education Journal 11, no. 4 (2021): 579–88. http://dx.doi.org/10.15294/eej.v11i1.50290.

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As the user of communication especially in English, the speaker has to consider the interlocutor’s position in order to achieve good communication. Here, the speakers which include native and non-native English speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. The purposes of this research were to analyze the use of language style of those speakers in The Ellen Show. Also, it focused on the differences and the similarities between those speakers. Last, it focused on the factors influencing the use of language style. The research us

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11

Ke, I.-Chung. "Deficient non-native speakers or translanguagers?" Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (2016): 280–300. http://dx.doi.org/10.1075/japc.26.2.06ke.

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This study investigated how the experience of a multilingual and multimodal English as a lingua franca (ELF) online intercultural exchange (OIE) influenced Taiwanese university students’ linguistic identities. Data was drawn from 26 Taiwanese students who had 10 weekly one-hour video live-chats with 18 Japanese students in 2 semesters. Taiwanese participants were interviewed on their language use and issues related to identities before, during, and after the exchange. Students’ language use patterns in the OIE and reflections on the OIE were also analyzed. Interviews revealed that the multilin

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Abu Guba, Mohammed Nour, Bassil Mashaqba, Anas Huneety, and Omer AlHajEid. "Attitudes toward Jordanian Arabic-Accented English among Native and Non-native Speakers of English." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (2021): 9–29. http://dx.doi.org/10.4312/elope.18.2.9-29.

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This paper explores attitudes toward Jordanian Arabic-accented English among native and non-native speakers of English. Three groups of listeners (native English speakers, Jordanian Arab specialists and non-specialists in English) were asked to rate three groups of speakers (a group of native English speakers and two groups of Jordanian Arabic bilinguals) reading a short story in English on the degree of foreign accentedness, friendliness, pleasantness and clarity. The results showed that the Jordanian Arabic speakers, especially those with a lower level of English, were perceived less favoura

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Alamsaputra, Diane Mayasari, Kathryn J. Kohnert, Benjamin Munson, and Joe Reichle. "Synthesized speech intelligibility among native speakers and non-native speakers of English." Augmentative and Alternative Communication 22, no. 4 (2006): 258–68. http://dx.doi.org/10.1080/00498250600718555.

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LINDEMANN, STEPHANIE. "Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States." Language in Society 31, no. 3 (2002): 419–41. http://dx.doi.org/10.1017/s0047404502020286.

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This study investigates whether there is a relationship between negative attitudes toward non-native speakers and poor comprehension of those speakers. Twelve native English speakers whose attitudes toward Koreans had been assessed were asked to complete an interactional map task paired with native Korean speakers. In the task, some but not all of those who had been assessed as having negative attitudes toward Koreans were found to use either strategies that were described as problematizing their partners' utterances, or strategies that were described as avoidance. All participants completed t

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Nymeyer, Kayla, Dan P. Dewey, William Eggington, and Wendy Baker‐Smemoe. "Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers." International Journal of Applied Linguistics 32, no. 1 (2021): 158–74. http://dx.doi.org/10.1111/ijal.12410.

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HOFF, Erika, Cynthia CORE, and Katherine F. SHANKS. "The quality of child-directed speech depends on the speaker's language proficiency." Journal of Child Language 47, no. 1 (2019): 132–45. http://dx.doi.org/10.1017/s030500091900028x.

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AbstractMany children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as ‘good’, and eight described their English proficiency as ‘limited’. ANCOVA

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Ludwig, Anja, and Joan C. Mora. "Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech." Journal of Second Language Pronunciation 3, no. 2 (2017): 167–98. http://dx.doi.org/10.1075/jslp.3.2.01lud.

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This study investigated the relationship between processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech as a function of an L1- match between speaker and listener and non-native listeners’ proficiency. Instructed L2-English learners differing in L1 (Catalan, German) and L2-proficiency (Low, High), and native-English listeners performed speeded speech processing tasks with English word and sentence stimuli spoken by L1-Catalan, L1-German and native English speakers, and rated the sentence stimuli for comprehensibility. The results showed significant mod

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Kisser, J. E., C. R. Wendell, R. J. Spencer, and S. R. Waldstein. "Neuropsychological Performance of Native versus Non-native English Speakers." Archives of Clinical Neuropsychology 27, no. 7 (2012): 749–55. http://dx.doi.org/10.1093/arclin/acs082.

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van den Doel, Rias, and Hugo Quené. "The endonormative standards of European English." English World-Wide 34, no. 1 (2013): 77–98. http://dx.doi.org/10.1075/eww.34.1.04van.

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It has been asserted that a common European variety of English is currently emerging. This so-called “European English” is claimed to be the result of convergence among non-native English speakers, and to reflect a gradual abandonment of Inner Circle norms, which are deemed to be increasingly irrelevant to non-native speakers’ communicative needs. Evidence is so far lacking that Europeans judge each other’s proficiency in English by anything other than native-speaker standards — particularly as regards pronunciation. Nonetheless, it would be interesting to establish whether European non-native

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20

Scully, Crispian, and Sarah Jenkins. "Publishing in English for non-native speakers." Oral Oncology 42, no. 7 (2006): 753. http://dx.doi.org/10.1016/j.oraloncology.2006.01.008.

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21

Evans, Jacqueline R., and Stephen W. Michael. "Detecting Deception in Non-Native English Speakers." Applied Cognitive Psychology 28, no. 2 (2013): 226–37. http://dx.doi.org/10.1002/acp.2990.

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22

Kenman, Leon F., and Marcella Frank. "Modern English: Exercises for Non-Native Speakers." Modern Language Journal 71, no. 2 (1987): 206. http://dx.doi.org/10.2307/327224.

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Hughes, LaTesa. "Tips for training non-native English speakers." Lab Animal 43, no. 3 (2014): 101. http://dx.doi.org/10.1038/laban.474.

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Trzeciakowska, Julia. "Non-Native English Speakers’ Attitudes Towards Polish-Accented English." Theoria et Historia Scientiarum 17 (December 29, 2020): 65. http://dx.doi.org/10.12775/ths.2020.003.

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Liu, Binmei. "The use of discourse markers but and so by native English speakers and Chinese speakers of English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 4 (2017): 479–506. http://dx.doi.org/10.1075/prag.27.4.01liu.

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Abstract Previous studies have found that but and so occur frequently in native and non-native English speakers’ speech and that they are easy to acquire by non-native English speakers. The current study compared ideational and pragmatic functions of but and so by native and non-native speakers of English. Data for the study were gathered using individual sociolinguistic interviews with five native English speakers and ten L1 Chinese speakers. The results suggest that even though the Chinese speakers of English acquired the ideational functions of but and so as well as the native English speak

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Jabber, Khalid Wahaab, and Aymen Adil Mahmood. "Non-verbal Communication between Two Non-native English Speakers: Iraqi and Chinese." Theory and Practice in Language Studies 10, no. 2 (2020): 189. http://dx.doi.org/10.17507/tpls.1002.06.

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This study investigates non-verbal communications used by an Iraqi speaker to transfer meaning to a Chinese speaker and vice versa. Different situations, from Chinese environment, have been chosen and analyzed according to the body language movements. The study found out that although the two languages, Iraqi Arabic and Chinese, are differentiated in verbal languages; the two speakers can communicate and understand each other nonverbally. It is also evidence that non-verbal communication between the Iraqi and Chinese speakers is somewhat similar in spite of their two differentiated cultures, t

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Solihah, Bakiyatus, Pratiwi Retnaningdyah, Oikurema Purwati, and Syafi’ul Anam. "Understanding the Student Hearing Difficulties toward Native and Non-Native Speaker Accent in L2 Listening Assessment." Jurnal Litbang Provinsi Jawa Tengah 19, no. 2 (2022): 145–54. http://dx.doi.org/10.36762/jurnaljateng.v19i2.876.

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The accent is one of the characteristic forms of the language used for communication when outside or inside the language learning classroom, then understand difficulty listening to students through the Native and Non-Native Speaker Accent in L2 in the listening assessment requires a more thorough investigation. The purpose of this study to explore how extent students can understand native and non-native speakers with different accents and how they perceive about hearing difficulties toward Native speaker accent and Non-native speaker accent. This research focuses on 12th graders majoring in ho

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Obremski, David, Jean-Luc Lugrin, Philipp Schaper, and Birgit Lugrin. "Non-native speaker perception of Intelligent Virtual Agents in two languages: the impact of amount and type of grammatical mistakes." Journal on Multimodal User Interfaces 15, no. 2 (2021): 229–38. http://dx.doi.org/10.1007/s12193-021-00369-9.

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AbstractHaving a mixed-cultural membership becomes increasingly common in our modern society. It is thus beneficial in several ways to create Intelligent Virtual Agents (IVAs) that reflect a mixed-cultural background as well, e.g., for educational settings. For research with such IVAs, it is essential that they are classified as non-native by members of a target culture. In this paper, we focus on variations of IVAs’ speech to create the impression of non-native speakers that are identified as such by speakers of two different mother tongues. In particular, we investigate grammatical mistakes

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Williams, Jessica. "Zero Anaphora in Second Language Acquisition:A Comparison among Three Varieties of English." Studies in Second Language Acquisition 10, no. 3 (1988): 339–70. http://dx.doi.org/10.1017/s0272263100007488.

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This study examines the use of zero anaphora in the English production of three speaker groups: native speakers, second language learners, and speakers of a non-native institutionalized variety. General discourse function for zero anaphora is found to be similar across speaker groups, although in many cases, ungrammatical by prescriptive standards. In addition, there are important quantitative and structural differences between the native speakers and non-native speakers in how this device is used. The results suggest that the relationship between performance data and second language acquisiti

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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.

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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest exp

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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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Prodromou, Luke. "Idiomaticity and the non-native speaker." English Today 19, no. 2 (2003): 42–48. http://dx.doi.org/10.1017/s0266078403002086.

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In this article, I describe the puzzle of idiomaticity in native and non-native uses of English: why are idioms so resistant to acquisition, even by advanced leaners and users of English? I identify the main cause of this problem in the “idiomatic paradox”, whereby the very reasons which make idiomaticity so natural and necessary in native-speaker discourse are precisely the reasons non-native speakers find them so elusive. I look at some of the implications of of the idiomatic paradox for language teaching and the use of English as a Lingua Franca.

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Yusuf, Yunisrina Qismullah. "Non-Native English Teachers and Varieties of English: Ready, or Not?" Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 2 (2019): 334–41. http://dx.doi.org/10.19109/ejpp.v6i2.3913.

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Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of Englis

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Yudytska, Jenia. "The Influence of Aspects of Social Identity on the Development of L2 Phonology." Lifespans and Styles 2, no. 2 (2006): 28–35. http://dx.doi.org/10.2218/ls.v2i2.2016.1611.

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Over time, second language (L2) speech production changes as the learner gains more experience with the language. Factors such as interaction with native speakers of the learner’s L2 are known to play an important role. It is less clear to what extent, if at all, aspects of social identity influence the development of the L2 (Hansen Edwards 2008:372– 373). This longitudinal study examines the development of the actor Jackie Chan’s L2 (English) phonology. His speech production in two time periods 9 years apart is contrasted: in 1998, before he gained success in the English-speaking world; and i

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Dr. Uzma Imtiaz, Dr. Aisha Jadoon, and Ali Naqi. "Language Attitude of Pakistani Under-Graduate Students towards Non-Native Speakers." sjesr 3, no. 2 (2020): 16–24. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(16-24).

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English used by native English speakers was being followed as a standard token of usage for non-native English speakers for a longer time. However, with the spread of knowledge and technology, the English language across the world has provoked a much-heated debate about these norms whether they should be followed by the non-native English speaker or not. The present paper explores the response of Pakistani undergraduate university students about the effectiveness of the non-native English model of communication by using Kachru’s monocentric model which refutes the standard model of English lan

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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.

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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression

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Beresova, Jana. "Contemporary English – a challenge for non-native speakers." Global Journal of Foreign Language Teaching 6, no. 2 (2016): 85. http://dx.doi.org/10.18844/gjflt.v6i2.570.

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The paper focuses on contemporary American English and its challenge for those who are exposed to it as non-native users. Due to globalisation, the two main varieties of English (British and American) are becoming closer than they used to be as native speakers of both communicate directly and influence their varieties significantly. The traditional differences between British English and American English are less meaningful, however, English nowadays develops rapidly. The focus of research is based on current trends in both grammar and vocabulary, analysing contemporary American literary prose

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Ivanova, Iva, Holly Branigan, Janet McLean, Albert Costa, and Martin Pickering. "Lexical Alignment to Non-native Speakers." Dialogue & Discourse 12, no. 2 (2021): 145–73. http://dx.doi.org/10.5210/dad.2021.205.

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Two picture-matching-game experiments investigated if lexical-referential alignment to non-native speakers is enhanced by a desire to aid communicative success (by saying something the conversation partner can certainly understand), a form of audience design. In Experiment 1, a group of native speakers of British English that was not given evidence of their conversation partners’ picture-matching performance showed more alignment to non-native than to native speakers, while another group that was given such evidence aligned equivalently to the two types of speaker. Experiment 2, conducted with

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Hanzlíková, Dagmar, and Radek Skarnitzl. "Credibility of native and non-native speakers of English revisited: Do non-native listeners feel the same?" Research in Language 15, no. 3 (2017): 285–98. http://dx.doi.org/10.1515/rela-2017-0016.

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This study reports on research stimulated by Lev-Ari and Keysar (2010) who showed that native listeners find statements delivered by foreign-accented speakers to be less true than those read by native speakers. Our objective was to replicate the study with non-native listeners to see whether this effect is also relevant in international communication contexts. The same set of statements from the original study was recorded by 6 native and 6 non-native speakers of English. 121 non-native listeners rated the truthfulness of the statements on a 7-point scale. The results of our study tentatively

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I Gusti Ayu Vina Widiadnya Putri, I Dewa Ayu Devi Maharani Santika, and Komang Dian Puspita Candra. "PEMAKNAAN TINDAK TUTUR DIREKTIF GURU PENUTUR ASLI DAN NON PENUTUR ASLI DALAM PEMBELAJARAN BAHASA INGGRIS." SPHOTA: Jurnal Linguistik dan Sastra 11, no. 2 (2019): 49–56. http://dx.doi.org/10.36733/sphota.v11i2.1209.

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This study aims to describe the meaning of the directive illocutionary speech acts used by Native Speakers and Non-Native Speakers in teaching English at the Denpasar Children Center School. The data sources of this study are the utterance of native speaker and non-native speaker. Data obtained by using observation method with uninvolved conversation observation technique and record techniques. Data containing illocutionary speech acts then analyzed descriptively qualitatively based on theories of speech act proposed by Searle (1969) and Leech (1974) about meaning. The results showed that the

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Pettibone, Erin, Ana Teresa Pérez-Leroux, and Gabrielle Klassen. "Old Grammars New (?) Scope: Adjective Placement in Native and Non-Native Spanish." Languages 6, no. 1 (2021): 22. http://dx.doi.org/10.3390/languages6010022.

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Prior studies have examined the association between modifying adjective placement and interpretation in second language (L2) Spanish. These studies show evidence of convergence with native speaker’s intuitions, which is interpreted as restructuring of the underlying grammar. Two issues deserve further study: (i) there are debates on the nature of native speaker’s interpretations; (ii) previous results could be explained by a combination of explicit instruction and access to the first language (L1). The present study re-examines native and non-native intuitions on the interpretation of variable

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Lewandowski, Eva M., and Lynne C. Nygaard. "Vocal alignment to native and non-native speakers of English." Journal of the Acoustical Society of America 144, no. 2 (2018): 620–33. http://dx.doi.org/10.1121/1.5038567.

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Suroso, Rasyid Fahmi. "INDONESIAN ENGLISH LECTURERS’ VIEWS ON WORLD ENGLISHES IN ENGLISH LANGUAGE TEACHING: A QUALITATIVE INQUIRY." ETERNAL (English Teaching Journal) 13, no. 1 (2022): 128–40. http://dx.doi.org/10.26877/eternal.v13i1.10804.

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This study investigates English lecturers’ view on World Englishes in English Language Teaching (ELT). For this purpose, three English lecturers from a private university in Sleman were interviewed. The results revealed the divergence in acknowledging and applying World Englishes (ie. Non-native varieties of English) in the classroom. The finding of this study showed five major themes: (a) English as a communication tool, (b) Experience in communicating with native speakers (and/or non-native speakers), (c) The uniqueness of the use of World Englishes, (d) English teaching method applied by le

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Vodopija-Krstanoviæ, Irena, and Maja Brala-Vukanoviæ. "EFL students' perspectives on English: the (widening) gap between ideals and practices." Revista Brasileira de Linguística Aplicada 12, no. 2 (2012): 285–309. http://dx.doi.org/10.1590/s1984-63982012000200004.

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This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to

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Salman, Ahmed Rawdhan. "Compliment Responses among Non-native English Speakers: Evidence of Pragmatic Transfer from Persian into English." International Journal of Early Childhood Special Education 14, no. 1 (2022): 864–74. http://dx.doi.org/10.9756/int-jecse/v14i1.221101.

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Pragmatic failure contributes to misunderstanding in intercultural communication. Hence, language learners must not only acquire the correct forms of the target language, but also the knowledge of how to use the language pragmatically appropriate in the target culture. This study probes the evidence of pragmatic failure in the English Complement Responses (CRs) of Iranian English as a Foreign Language (EFL) learners. The participants were EFL students in a national university in Iran who were asked to take part in a Discourse Completion Test (DTC). This test included some hypothetical situatio

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Andarab, Mehdi Solhi. "Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks." Studies in English Language Teaching 3, no. 4 (2015): 294. http://dx.doi.org/10.22158/selt.v3n4p294.

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<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Lan

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

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

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Calandruccio, Lauren, and Emily Buss. "Spectral integration of English speech for non-native English speakers." Journal of the Acoustical Society of America 142, no. 3 (2017): 1646–54. http://dx.doi.org/10.1121/1.5003933.

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Aryal, Ananda. "Training Effect on Speech Rhythm of Nepalese Non-Native Speakers of English." Journal of NELTA 19, no. 1-2 (2015): 17–31. http://dx.doi.org/10.3126/nelta.v19i1-2.12077.

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This project aimed to ascertain the effect of training on speech rhythm of Nepalese non-native speakers of English. Six Nepalese and one native speaker of English participated in this research. A six-week training program was administrated and pre- and post-training guided speech samples were acoustically analysed. Acoustic measurement of the pre- and post-training speech samples showed that training played an important role in improving the rhythm of Nepalese non-native speakers of English. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12077 Journal of NELTA, Vol 19 No. 1-2, December 2014: 17-

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Wang, Ying. "Native English speakers' authority in English." English Today 32, no. 1 (2015): 35–40. http://dx.doi.org/10.1017/s0266078415000516.

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Given the unprecedented spread of English, native English speakers (NESs) have been estimated to number 508 million by 2050 (Graddol, 1997: 27), while a bold estimation of speakers of English is 2 billion by 2050 (Crystal, 2008: 4–5). The international demographic profile of English presents a scenario whereby the development of English depends on how this language is used by non-native English speakers (NNESs), who are obviously in the majority for English use (e.g. Brumfit, 2001: 116; Crystal, 2008: 6; Graddol, 1997: 10; Mauranen, 2012; Seidlhofer, 2011: 7–8). While the importance of the num

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