TEACHING AND LEARNING ENGLISH AS A GLOBAL LANGUAGE: NATIVE AND NON-NATIVE PERSPECTIVES. Claus Gnutzmann (Ed.). Tüumbingen, Germany: Stauffenburg Verlag, 2000. Pp. 312. DM 96, cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 131-131
Author(s):  
Margie Berns
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Native Language ◽  
Research Perspectives ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Global Language ◽  
Learning English

This collection originated from a conference held in Braunschweig, Germany, in June 1998 at which participants were invited to analyze the role of English as a global language and to develop research perspectives for its teaching and learning. Written by nonnative as well as native speakers of English (working in English-speaking countries where English is not a native language), the articles provide a basis for consideration of whether “the concept of English as a global language is assessed differently by experts depending upon whether they are native or non-native speakers of English and if so, to what extent” (Introduction).

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

scholarly journals The Double-Edged Sword of RP: the Contrasting Roles of a Pronunciation Model in both Native and Non-native Environments

2012 ◽  
Vol 10 (2) ◽  
pp. 133-142 ◽  
Author(s):  
Miroslav Ježek
Keyword(s):  
Undergraduate Students ◽  
Native Speakers ◽  
The Czech Republic ◽  
The Social ◽  
Late Twentieth ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Received Pronunciation ◽  
The Given

Received Pronunciation (RP) is often studied as the pronunciation model in Great Britain and non-English-speaking countries separately. What my paper focuses on is the duality with which RP is essentially endowed: the role(s) in which it has to satisfy the needs of both native and non-native speakers of English. Whilst the claim that RP has changed recently goes unchallenged, the issue of reflecting these changes in the preferred transcription models is hotly debated. Upton’s model of RP is one that does include several new symbols, motivated by an attempt to ‘ensure that the description of a late twentieth century version the accent […] looks forward to the new millennium rather than back at increasingly outmoded forms’ (2001:352). I discuss the feasibility of adopting Upton’s model of RP as the pronunciation model in non-English speaking countries, where it is desirable to resolve the paradox that ‘most of our teaching is aimed at young people, but the model we provide is that of middle-aged or old speakers’ (Roach 2005: 394). The observations I make are largely based on my MA research, which is now being modified for the purposes of my Ph.D. I asked undergraduate students of English in England and the Czech Republic to evaluate seven voices ranging from the clearly regional to the unquestionably RP. The objective was to discover which sounds are considered to fall within the scope of RP by students in both countries, which approach avoids treating RP as though it were to include only the sounds ‘allowed by a preconceived model’ (Upton 2000: 78). Further, the respondents were asked to comment on the most salient features in the recordings: what they opted to comment on reveals a marked difference in the role of RP as a model accent in the given countries. Societies which lack a prestigious non-regional accent are often oblivious to the social connotations RP carries. Whilst it seems technically impossible to replace the model accent in all teaching materials all over the world, creating awareness of the fact that a rather outmoded model of RP found in many textbooks may not always be the best option is a necessary step towards ensuring that non-English speaking students are not only understood but that their speech will attract no adverse judgements.

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.

scholarly journals Toddlers learn words in a foreign language: the role of native vocabulary knowledge

2011 ◽  
Vol 39 (2) ◽  
pp. 322-337 ◽  
Author(s):  
MELISSA KOENIG ◽  
AMANDA L. WOODWARD
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Language ◽  
Target Object ◽  
Vocabulary Knowledge ◽  
English Speaker ◽  
Conventional System ◽  
English Speaking

ABSTRACTThe current study examined monolingual English-speaking toddlers' (N=50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

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 as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

scholarly journals The Role of Native Language and the Fundamental Design of the Auditory System in Detecting Rhythm Changes

2019 ◽  
Vol 62 (4) ◽  
pp. 835-852 ◽  
Author(s):  
Mikhail Ordin ◽  
Leona Polyanskaya ◽  
David Maximiliano Gómez ◽  
Arthur G. Samuel
Keyword(s):  
Auditory System ◽  
Native Speakers ◽  
Native Language ◽  
Reaction Times ◽  
Processing System ◽  
Rhythmic Pattern ◽  
Cognitive Mechanisms ◽  
Regular Rhythm ◽  
Fundamental Design

Purpose We investigated whether rhythm discrimination is mainly driven by the native language of the listener or by the fundamental design of the human auditory system and universal cognitive mechanisms shared by all people irrespective of rhythmic patterns in their native language. Method In multiple experiments, we asked participants to listen to 2 continuous acoustic sequences and to determine whether their rhythms were the same or different (AX discrimination). Participants were native speakers of 4 languages with different rhythmic properties (Spanish, French, English, and German) to understand whether the predominant rhythmic patterns of a native language affect sensitivity, bias, and reaction time in detecting rhythmic changes in linguistic (Experiment 2) and in nonlinguistic (Experiments 1 and 2) acoustic sequences. We examined sensitivity and bias measures, as well as reaction times. We also computed Bayes factors in order to assess the effect of native language. Results All listeners performed better (i.e., responded faster and manifested higher sensitivity and accuracy) when detecting the presence or absence of a rhythm change when the 1st stimulus in an AX test pair exhibited regular rhythm (i.e., a syllable-timed rhythmic pattern) than when the 1st stimulus exhibited irregular rhythm (i.e., stress-timed rhythmic pattern). This result pattern was observed both on linguistic and nonlinguistic stimuli and was not modulated by the native language of the participant. Conclusion We conclude that rhythm change detection is a fundamental function of a processing system that relies on general auditory mechanisms and is not modulated by linguistic experience.

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