scholarly journals Comparing the Language Style Used by Native and Non-native English Speakers in The Ellen Show

2021 ◽  
Vol 11 (4) ◽  
pp. 579-588
Author(s):  
Ade Dwi Cahyanti ◽  
Rudi Hartono ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Qualitative Method ◽  
Native Speakers ◽  
Native English Speakers ◽  
Social Consequences ◽  
English Speakers ◽  
Good Communication ◽  
Language Style ◽  
Native Speakers Of English ◽  
The Difference ◽  
Language Styles

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 used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The Ellen Show is a talk show program with a casual discussion that talks about a particular topic or issue which consists of a host, the guest(s) being interviewed, the home audience, and the studio audience from which the host might get some responses from.The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers.   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 used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers.

Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Sarah Hsueh-Jui Liu
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
Strategy Use ◽  
English Speakers ◽  
Negotiated Interaction ◽  
Native Speakers Of English ◽  
The Difference ◽  
The Given

AbstractThis study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.

scholarly journals The use of discourse markers but and so by native English speakers and Chinese speakers of English

Pragmatics ◽  
2017 ◽  
Vol 27 (4) ◽  
pp. 479-506 ◽  
Author(s):  
Binmei Liu
Keyword(s):  
Mandarin Chinese ◽  
Native Speakers ◽  
Communicative Competence ◽  
Oral Proficiency ◽  
Discourse Markers ◽  
Native English Speakers ◽  
English Speakers ◽  
Oral Discourse ◽  
Chinese Speakers ◽  
Native Speakers Of English

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 speakers, they underused the pragmatic functions of them. The findings indicate that there is still a gap between native and non-native English speakers in communicative competence in the use of but and so. The present study also suggests that speakers’ L1 (Mandarin Chinese) and overall oral proficiency in oral discourse affect their use of but and so.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

Imitation of Suprasegmental Patterns by Non-Native Speakers of English

1993 ◽  
Vol 2 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Nancy Jeanne Haak ◽  
Rieko Marie Darling
Keyword(s):  
Clinical Application ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Objective Measures ◽  
Short Sentence ◽  
Native Speakers Of English ◽  
Potential Measure

Speakers with limited English proficiency (LEP) usually produce a combination of articulation errors and differences in the prosodic patterns of English. There are abundant measures of articulation, but few objective measures of prosodic performance. The Tennessee Test of Rhythm and Intonation Patterns (TRIP) was selected as a potential measure for distinguishing the prosodic patterns of native and non-native English. First, the TRIP was given to 12 native speakers of Asiatic languages and 12 native speakers of English. The performances of the two groups did not differ significantly, suggesting that the TRIP was not a definitive measure of prosodic differences in English. Second, a group of listeners was asked to identify native versus non-native English speakers based only on selected stimuli from the TRIP and a short sentence of comparable length. The listeners were significantly better able to identify native and non-native speakers when listening to the sentence than when listening to the TRIP items. Clinical application of this information in working with LEP clients is discussed.

A British response to some Indian English usages

English Today ◽  
2003 ◽  
Vol 19 (3) ◽  
pp. 19-25 ◽  
Author(s):  
Raja Ram Mehrotra
Keyword(s):  
South Asia ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Lingua Franca ◽  
Indian English ◽  
The World ◽  
Native Speakers Of English

English has been established in India for well over two centuries, and is now both its major lingua franca and ‘window on the world’. Some Indianisms are however little known beyond South Asia and are liable to be regarded by native speakers of English as ‘deviant’ in various ways. Here, a project is described in which a set of distinctive and representative Indian English expressions was shown to a group of native English speakers who were asked to comment on them. The list includes both distinctive words (such as face-cut, freeship, and weightage) and distinctive senses of universally used words (such as chaste, see, and tempo). The responses are discussed and a summarizing conclusion presented.

scholarly journals Adaptation to syntactic structures in native and nonnative sentence comprehension

2018 ◽  
Vol 40 (1) ◽  
pp. 3-27 ◽  
Author(s):  
EDITH KAAN ◽  
CORINNE FUTCH ◽  
RAQUEL FERNÁNDEZ FUERTES ◽  
SONJA MUJCINOVIC ◽  
ESTHER ÁLVAREZ DE LA FUENTE
Keyword(s):  
Sentence Comprehension ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Future Expectations ◽  
Syntactic Structures ◽  
Task Effects ◽  
Word Versus ◽  
The Difference ◽  
Processing Difficulty

AbstractPrevious research suggests that native speakers quickly adapt to the properties of the language in the surrounding context. For instance, as they repeatedly read a structure that is initially nonpreferred or infrequent, they show a reduction of processing difficulty. Adaptation has been accounted for in terms of error-based learning: the error resulting from the difference between the expected and actual input leads to an adjustment of the knowledge representation, which changes future expectations. The present study tested whether experiencing an error is sufficient for adaptation. We compared native English speakers and second language (L2) learners’ processing of, and adaptation to, two types of temporarily ambiguous structures that were resolved toward the nonpreferred interpretation. Whereas both native English and L2 speakers showed increased reading times at the disambiguating word versus a nonambiguous control, our data suggest that only native English speakers adapted, and only to one of the two structures. These results suggest that experiencing an error is not sufficient for adaptation, and that factors such as ease of revision and task effects may play a role as well.

Analyzing Topical Structure in ESL Essays

1990 ◽  
Vol 12 (4) ◽  
pp. 411-427 ◽  
Author(s):  
Melanie Schneider ◽  
Ulla Connor
Keyword(s):  
Structure Analysis ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Writing Proficiency ◽  
Native Speakers Of English ◽  
Topic Progression

Topical structure analysis (TSA), a text-based approach to the study of topic in discourse, has been useful in identifying text-based features of coherence. It has also been used to distinguish between essays written by groups of native English speakers with varying degrees of writing proficiency (Witte, 1983a, 1983b). More recently, TSA has distinguished between higher and lower rated ESL essays, but with different results from those found with native speakers of English (Connor & Schneider, 1988). The present study replicated the previous ESL study of two groups of essays written for the TOEFL Test of Written English with three groups of essays. Findings indicate that two topical structure variables, proportions of sequential and parallel topics in the essays, differentiate the highest rated group from the two lower rated groups. We offer explanations for the results and propose that all occurrences of a particular type of topic progression do not contribute equally to the coherence of a text.

Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English

2017 ◽  
Vol 61 (4) ◽  
pp. 547-564 ◽  
Author(s):  
Rachel Hayes-Harb ◽  
Kelsey Brown ◽  
Bruce L. Smith
Keyword(s):  
Second Language ◽  
Beneficial Effect ◽  
Native Speakers ◽  
Negative Impact ◽  
Native English Speakers ◽  
Separate Experiment ◽  
English Speakers ◽  
Phonological Development ◽  
Native Speakers Of English

We present an artificial lexicon study designed to test the hypothesis that native English speakers experience interference from written input when acquiring surface voicing in German words. Native English speakers were exposed to German-like words (e.g., /ʃtɑit/ and /ʃtɑid/, both pronounced [ʃtɑit]) along with pictured meanings, and in some cases, their written forms (e.g., <Steit> and <Steid>). At test, participants whose input included the written forms were more likely to produce final voiced obstruents when naming the pictures, indicating that access to the written forms in the input interfered with their acquisition of target-like surface forms. In a separate experiment, we attempted to moderate this negative impact of the written input by explicitly telling participants about the misleading nature of the words’ written forms, with no beneficial effect on their pronunciation accuracy. Together these findings indicate a powerful influence of orthographic input on second language lexical–phonological development that is not readily overcome by a simple intervention.

scholarly journals Attitudes toward Jordanian Arabic-Accented English among Native and Non-native Speakers of English

2021 ◽  
Vol 18 (2) ◽  
pp. 9-29
Author(s):  
Mohammed Nour Abu Guba ◽  
Bassil Mashaqba ◽  
Anas Huneety ◽  
Omer AlHajEid
Keyword(s):  
Short Story ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Jordanian Arabic ◽  
Arabic Speakers ◽  
Native Speakers Of English ◽  
Highly Correlated ◽  
Accented English

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 favourably than the native speakers. Furthermore, the English native listeners generally had more favourable perceptions than the non-native listeners with regard to the non-native speakers. The degree of foreign-accentedness was highly correlated with attitudes toward non-native speakers, especially among the non-native speakers themselves. The results confirm that a native English accent is preferred over non-native accents.

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