scholarly journals “American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

2017 ◽  
Vol 89 (5) ◽  
pp. 1752-1767 ◽  
Author(s):  
Jasmine M. DeJesus ◽  
Hyesung G. Hwang ◽  
Jocelyn B. Dautel ◽  
Katherine D. Kinzler
Author(s):  
Jelena Krivokapić

AbstractThe study examines rhythmic convergence between speakers of American and Indian English. Previous research has shown that American English shows tendencies towards stress-timing, and Indian English has been claimed to be syllable-timed (Crystal 1994). Starting from the view that languages differ in their rhythmic tendencies, rather than that they have categorically different rhythmic properties, we examine in an acoustic study the rhythmic tendencies of the two languages, and whether these tendencies can change in the course of an interaction. The focus is on temporal properties (specifically, the duration of stressed syllables and of feet). The results show evidence of mixed rhythmic properties for both languages, with Indian English being more syllable-timed than American English. American speakers show a trend towards changes in foot duration that can be interpreted as accommodation in speech rate or as convergence towards a more syllable-timed foot duration pattern. One Indian English speaker converges in both examined properties towards a more stress-timing pattern. The results are discussed within a dynamical model of rhythmic structure (Saltzman, Nam, Krivokapić, and Goldstein 2008). It is suggested that rhythmic convergence can arise via a tuning between speakers of the prosodic interoscillator coupling function that is proposed in that model.


2001 ◽  
Vol 30 (1) ◽  
pp. 118-121
Author(s):  
Robert D. King

Soviet Yiddish occupies a special place in Yiddish linguistics. It is different from klal-Yiddish – ‘rule’-Yiddish, or normative Yiddish – in having certain orthographic peculiarities and a quite striking oddness in the spelling of words of Hebrew-Aramaic origin. These differences, which were ideologically driven and enforced by the Soviets, are plain to see and visually startling even to neophyte readers of ordinary Yiddish. The older British spellings gaol, kerb, and tyre for jail, curb, and tire convey something of the effect to the American English speaker.


2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rula Tahsin Tarawneh ◽  
Riyad F. Hussein

This study sought to investigate the differences between the request strategies used by Jordanian and American speakers. Data for this study were collected via a Discourse Completion Task (DCT) questionnaire, incorporating 16 real-life scenarios in the form of short descriptive statements. In accordance with the Cross-Cultural Speech Act Realization Patterns, participants' responses (n= 30) divided into three groups (Jordanian Non-English Majors, Jordanian English Majors and American participants). The data were analyzed and further classified into three types based on their level of directness: (i) direct (D), (ii) conventional indirect (ID), and (iii) non-conventional indirect requests (NID).The results of this study indicate that the act of requesting is performed differently by the three groups of participants. The results also showed that strategy (Reference to Preparatory Cond.) was ranked the highest in percent (87.5%, 67.5%) for the two groups American and Jordanian “Male”) respectively, and (86.3%, 76.3%) %) for the two groups American and Jordanian “Female”) respectively. Also, results showed that the strategy (Locution Deliverable) was ranked the lowest by the Jordanian females sample, just (1.9%).


2017 ◽  
Vol 48 (3) ◽  
pp. 369-383 ◽  
Author(s):  
Terry Kit-fong Au ◽  
Annie Fong-pui Kwok ◽  
Lester Chun-pong Tong ◽  
Liao Cheng ◽  
Hannah Man-yan Tse ◽  
...  

It is well-established that native speakers perceive nonnative speakers with strong foreign accents, compared with those with a more nativelike accent, as less intelligent and competent, less ambitious and dependable as coworkers, and less comfortable around native speakers. But little is known about how nonnative speakers themselves are affected when communication hiccups—often due to incorrect or accented pronunciations—occur in their conversations with native speakers. In this experiment, mispronunciations of an English word were elicited from native Chinese speakers in phone conversations via the Internet with an American English speaker, who then either asked for clarification of the word or showed no confusion about the word but asked about something else. Chinese speakers’ reactions were measured using a combination of self-reports, facial affective coding, and skin-conductance responses. When the American asked for clarification—compared with when he did not—Chinese speakers were left feeling more anxious, embarrassed, and unsure of their English abilities, as well as feeling less positive about the American, finding him less attractive socially and their conversation with him less enjoyable.


2018 ◽  
Vol 61 (4) ◽  
pp. 657-673 ◽  
Author(s):  
Tessa Bent ◽  
Rachael Frush Holt

Children’s ability to understand speakers with a wide range of dialects and accents is essential for efficient language development and communication in a global society. Here, the impact of regional dialect and foreign-accent variability on children’s speech understanding was evaluated in both quiet and noisy conditions. Five- to seven-year-old children ( n = 90) and adults ( n = 96) repeated sentences produced by three speakers with different accents—American English, British English, and Japanese-accented English—in quiet or noisy conditions. Adults had no difficulty understanding any speaker in quiet conditions. Their performance declined for the nonnative speaker with a moderate amount of noise; their performance only substantially declined for the British English speaker (i.e., below 93% correct) when their understanding of the American English speaker was also impeded. In contrast, although children showed accurate word recognition for the American and British English speakers in quiet conditions, they had difficulty understanding the nonnative speaker even under ideal listening conditions. With a moderate amount of noise, their perception of British English speech declined substantially and their ability to understand the nonnative speaker was particularly poor. These results suggest that although school-aged children can understand unfamiliar native dialects under ideal listening conditions, their ability to recognize words in these dialects may be highly susceptible to the influence of environmental degradation. Fully adult-like word identification for speakers with unfamiliar accents and dialects may exhibit a protracted developmental trajectory.


2020 ◽  
pp. 026765832092656
Author(s):  
Eunjin Chun ◽  
Edith Kaan

Syntactic priming studies in second language (L2) have contributed to understanding how L2 speakers’ syntactic knowledge is represented and processed. However, little is known about social influences on L2 speakers’ syntactic processing and learning. The present study investigated whether L2 speakers’ syntactic priming is influenced by social factors, specifically different accents of English speakers and their familiarity with those accents. Korean L2 learners of English with intermediate proficiency were asked to describe pictures depicting ditransitive events after listening to sentences recorded by three English speakers with different accents: a standard-accented speaker (an American English speaker), and two speakers with non-standard accents (a Korean English speaker and an Indian English speaker). The results of the picture description task showed that syntactic priming effects in Korean L2 English speakers were significantly influenced by speaker accents and their familiarity with the accents. In addition, their priming patterns and interactions with these factors changed over time. These results suggest that syntactic priming in L2 speakers is socially mediated. We propose that priming effects in real language use can be better accounted for using a combination of cognitive and sociolinguistic models of syntactic priming and speech production.


Author(s):  
Nicole Patton Terry

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.


2014 ◽  
Vol 21 (4) ◽  
pp. 173-181 ◽  
Author(s):  
Ryan Lee ◽  
Janna B. Oetting

Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.


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