Non-native speaker perception of Intelligent Virtual Agents in two languages: the impact of amount and type of grammatical mistakes

2021 ◽  
Author(s):  
David Obremski ◽  
Jean-Luc Lugrin ◽  
Philipp Schaper ◽  
Birgit Lugrin
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Modern Society ◽  
Virtual Agents ◽  
German Speaking ◽  
Intelligent Virtual Agents ◽  
Native Speakers Of English ◽  
English Speaking ◽  
The Impact ◽  
Target Culture

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 and identify thresholds beyond which the agents is clearly categorised as a non-native speaker. Therefore, we conducted two experiments: one for native speakers of German, and one for native speakers of English. Results of the German study indicate that beyond 10% of word order mistakes and 25% of infinitive mistakes German-speaking IVAs are perceived as non-native speakers. Results of the English study indicate that beyond 50% of omission mistakes and 50% of infinitive mistakes English-speaking IVAs are perceived as non-native speakers. We believe these thresholds constitute helpful guidelines for computational approaches of non-native speaker generation, simplifying research with IVAs in mixed-cultural settings.

scholarly journals Native-speakerism revisited: Global Englishes, ELT and intercultural communication

2018 ◽  
Vol 13 (2) ◽  
pp. 115-129
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Language Functions ◽  
Education Experience ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking

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 teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.

Identity and Accents: Do Students Really Want to Speak Like Native Speakers of English?

RELC Journal ◽  
2020 ◽  
pp. 003368822093924
Author(s):  
Melinda L.F. KONG ◽  
Hye In KANG
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
English Speakers ◽  
School Students ◽  
Face To Face ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Native English Speaking Teachers

There is a growing recognition of diverse settings and different varieties of English and accents. However, there seems to be a lack of research on the investments and views of Expanding Circle students who relocate to study in Asian Outer Circle countries, especially on the identities of proficient speakers and/or teachers of English. This study attempts to fill this gap by examining the perceptions of Korean secondary school students in Malaysia through online questions and face-to-face interviews. Among others, findings suggest that the students had investments not only in English but also in their own sociocultural identities which were connected to their own accents. The students also felt that proficient English speakers and/or teachers should have pronunciation and accents that they could understand and that they were familiar with. Since they could not understand some of their native English-speaking teachers (NESTs), they did not feel that a person needed to be a native speaker in order to be a proficient speaker of English. Neither did they have any desire to imitate native speakers’ accents in learning to be proficient speakers because their own accents could be understood. The findings of this study suggest that NESTs may not necessarily be ideal English speakers with accents that need to be imitated. Instead, teaching and learning English should focus on communication between interlocutors from various contexts.

The death of the non-native speaker? English as a lingua franca in business communication: A research agenda

2015 ◽  
Vol 48 (3) ◽  
pp. 390-404 ◽  
Author(s):  
Catherine Nickerson
Keyword(s):  
Research Agenda ◽  
Native Speakers ◽  
Native Speaker ◽  
Business Communication ◽  
Linguistic Landscape ◽  
Lingua Franca ◽  
Native Speakers Of English ◽  
Work Done ◽  
The Impact ◽  
Further Development

The impact of globalisation in the last 20 years has led to an overwhelming increase in the use of English as the medium through which many business people get their work done. As a result, the linguistic landscape within which we now operate as researchers and teachers has changed both rapidly and beyond all recognition. In the discussion below, I will outline a research agenda for English as a lingua franca (ELF) in business communication of relevance for scholars and practitioners with an interest in teaching language. I will discuss three main areas of enquiry, which are: (1) the further development of the existing theory concerning the use of English in business and how this impacts language teaching, including the role played by native speakers of English, (2) the influence of culture and context on the production and interpretation of English in business contexts, and (3) the extension of our existing understanding of the use of English in business contexts in order to take increasingly advanced levels of proficiency into account, as well as developing an understanding of what constitutes professional communicative competence in business. For each of these key areas I will suggest a number of tasks which could help to give substance to our research in the future.

Within-speaker variation in passing for a native speaker

2016 ◽  
Vol 21 (2) ◽  
pp. 213-227 ◽  
Author(s):  
Ksenia Gnevsheva
Keyword(s):  
Quantitative Analysis ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Native Speaker ◽  
Intermediate Step ◽  
Self Reports ◽  
Native Speakers Of English ◽  
English Speaking ◽  
The Difference ◽  
Quantitative And Qualitative Methods

This study quantitatively explores variation in passing for a native speaker of English and also discusses speakers’ passing for a native speaker of the same dialect as the listeners, other dialects, or not passing at all and always being perceived as a non-native speaker. It also examines other factors that may influence variation in passing such as conversational setting (which has been suggested by participants’ self-reports in Piller, 2002). Thirty native-speaking listeners were presented with clips from 24 native and non-native speakers of English and were asked to guess the origin of the speaker. Passing is quantified through the number of times listeners in a perception task believed speakers to be from English-speaking countries. The results of this study suggest that passing for a native speaker of different varieties is quite common, and some speakers pass for a native speaker of another variety as an intermediate step between passing for a native speaker of the same variety and not passing at all. The speakers’ self-reports and quantitative analysis of their production also suggests that there is a considerable amount of intra-speaker variation across different conversational settings. Most studies that focus on passing have been qualitative and/or rely on self-reports (e.g. Piller, 2002), so any claims about variation in passing are not typically supported by actual linguistic production. One particular consideration that is usually omitted is the difference between passing for a native speaker of the same dialect as the listener and that of a different dialect. This study explores situational variability in passing quantitatively and also considers the trends in passing for a native speaker of different dialects. This study is an example of a fruitful combination of quantitative and qualitative methods, to explore the intersection between second language acquisition and sociolinguistics.

scholarly journals Native Speakers as Teachers in Turkey: Non - native Pre - service English Teachers’ Reactions to a Nation - wide Project

2015 ◽  
Author(s):  
Abdullah Coşkun
Keyword(s):  
Cultural Awareness ◽  
Native Speakers ◽  
Native Speaker ◽  
Native English Speakers ◽  
English Teachers ◽  
English Speakers ◽  
Negative Attitudes ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Native English Speaking Teachers

Although English is now a recognized international language and the concept of native speaker is becoming more doubtful every day, the empowerment of the native speakers of English as language teaching professionals is still continuing (McKay, 2002), especially in Asian countries like China and Japan. One of the latest examples showing the empowerment of the native English speakers comes from Turkey planning to embark on a project to hire 40.000 native English - speaking teachers (NESTs) to collaborate with the local non - native English teachers (NNESTs) in English as a Foreign Language (EFL) classes in Turkey. This study tries to reveal the preliminary reactions of pre - service NNESTs about this project through data obtained from open - ended surveys. The content analysis of the data showed that even before the project was initiated, most of the participants objected to it. Although some of the participants favored the project as they believed that the NESTs might be more helpful for students to improve speaking skills and to increase their cultural awareness, the majority of the participants held negative attitudes towards the project mainly because of employment and pedagogical concerns.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals The Speech Act of Complimenting as Part of the Ukrainian, Russian and English-Speaking Communities: Ukraine and the USA

2019 ◽  
Author(s):  
Anzhelika Solodka ◽  
Luis Perea
Keyword(s):  
Cultural Values ◽  
Speech Acts ◽  
Native Speakers ◽  
The United States ◽  
Personal Appearance ◽  
The Usa ◽  
On Line ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Language Context

Compliments as speech acts have the reflection and expression of cultural values. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. It is especially important in linguistic interaction between people. This research aims to analyze the speech acts of complimenting in Ukrainian and American cultures in order to use them for teaching pragmatics second language (L2) students. Defining the ways of complimenting in Ukrainian, Russian and American English help to avoid misunderstandings and pragmatic failures. This study uses a method of ethnomethodology. Speach acts are studied in their natural contexts. To carry out this research native speakers of English in the United States and native speakers of Russian and Ukrainian from all over Ukraine were interviewed on-line. The analysis was made on the data that included: 445 Russian, 231 Ukrainian and 245 English compliments. Results of this study show how native speakers tend to compliment people: syntactical structure of expressions, cultural lexicon, attributes praised and language context. It has implications for teaching English to Ukrainians and for teaching Russian and Ukrainian to speakers of English. Knowing how to use speech acts allows the speaker to have pragmatic competence. Upon completion of the data analysis on the current study, further information on deeper analysis in terms of semantics and metaphorical language can be provided.

scholarly journals ENGLISH IN THE GLOBAL WORKPLACE: A NARRATIVE APPROACH

2013 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Narrative Approach ◽  
Language Awareness ◽  
Lingua Franca ◽  
Diffi Cult ◽  
International Environment ◽  
Holistic Understanding ◽  
New Directions ◽  
Native Speakers Of English

This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study – an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising – an essential aspect of business communication.

A Recurrent Word Combination Approachto the Study of Formulae in the Speech of Native and Non-Native Speakers of English

1998 ◽  
Vol 3 (1) ◽  
pp. 59-80 ◽  
Author(s):  
Sylvie De Cock
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Native Speaker ◽  
Quantitative Comparison ◽  
Automatic Extraction ◽  
Word Combination ◽  
Full Discussion ◽  
Native Speakers Of English ◽  
Recurrent Word

This article reports on a pilot study into how corpus methods can be applied to the study of one type of phraseological unit, formulae, in native speaker and learner speech. Formulae, or formulaic expressions, are multi-word units performing a pragmatic and/or discourse-structuring function and have been characterised as being typically native-like. The methodology presented here is contrastive and involves the use of computerised corpora of both native and non-native speaker speech. It consists of two steps: (1) the automatic extraction of all recurrent word combinations to produce lists of potential formulae, and (2) a carefully specified manual filtering process designed to reduce these lists to lists of actual formulaic usage. The results of this process allow for the first genuine quantitative comparison of formulae in the speech of native and non-native speakers, which in turn has significant implications for SLA research. This paper focuses on methodology and does not present a full discussion of the results. However, selected example findings are presented to support the approach adopted.

Examining the impact of task demands on morphological variability in native and non-native Spanish*

2014 ◽  
Vol 4 (2) ◽  
pp. 192-221 ◽  
Author(s):  
Beatriz López Prego ◽  
Alison Gabriele
Keyword(s):  
Native Speakers ◽  
Morphological Variability ◽  
Judgment Task ◽  
Task Demands ◽  
Advanced Learners ◽  
Number Agreement ◽  
Grammaticality Judgment ◽  
Perfect Performance ◽  
English Speaking ◽  
The Impact

The study tests representational and computational accounts of morphological variability in English-speaking learners of Spanish by examining performance on gender and number agreement under different task demands. Second language (L2) learners took either a Speeded grammaticality judgment task (GJT) or an Untimed GJT. The tasks targeted agreement violations of two types: errors in the use of ‘default’ morphology and errors involving ‘feature clashes’ (McCarthy, 2008). In addition, three groups of native speakers took the Speeded GJT at three different presentation rates to examine whether native speakers under a processing burden perform similarly to learners. Natives in the fastest speed performed better with feature clash errors for both gender and number. Learners showed the same pattern for number, but performed better with default errors in gender, suggesting different effects of processing demands for properties unique to the L2. On the Untimed GJT, a subset of advanced learners showed perfect performance with both gender and number.

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