scholarly journals College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective

2000 ◽  
Author(s):  
John Ahlbrecht
Keyword(s):  
College Student ◽  
Public Speaking ◽  
Language Attitudes ◽  
World Englishes ◽  
Accented English

scholarly journals La relación entre actitudes lingüísticas, conducta e identidad

2015 ◽  
Vol 15 (2) ◽  
pp. 121
Author(s):  
Jeanina Umaña Aguilar
Keyword(s):  
Social Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Language Attitudes ◽  
Foreign Language Learning ◽  
Linguistic Accommodation ◽  
Accented English ◽  
Ethnic Variations ◽  
The Relationship

La contribución de la psicología social y la sociolingüística a la comprensión de las actitudes lingüísticas en general y las actitudes hacia Inglés, en particular. Evaluación del Inglés vis-á-vis otros códigos, de las variaciones sociales y étnicas de Inglés y de acento del habla Inglés, La relación entre el alojamiento y la identidad lingüística, y su relevancia en el aprendizaje de lenguas extranjeras.The contribution of social psychology and sociolinguistics to the understanding of language attitudes in general and attitudes towards English in particular. Evaluation of English vis-á-vis other codes, of social and ethnic variations of English, and of accented English speech, The relationship between linguistic accommodation and identity, and its relevance in foreign language learning.

A sociolinguistic approach to implicit language attitudes towards historically white English accents among young L1 South African indigenous language speakers

2019 ◽  
Vol 2019 (260) ◽  
pp. 131-153
Author(s):  
Pedro Álvarez-Mosquera ◽  
Alejandro Marín-Gutiérrez
Keyword(s):  
South African ◽  
Potential Role ◽  
Language Attitudes ◽  
Reaction Times ◽  
Historically White ◽  
Positive Attitudes ◽  
Language Exposure ◽  
Accented English ◽  
Type Of School

Abstract This study investigates the potential role of context-relevant sociolinguistic factors in explaining young L1 indigenous South African language speakers’ IAT (Implicit Association Test) scores towards two varieties largely associated with the white group: Standard South African English and Afrikaans accented English. To this end, a post-IAT sociolinguistic survey on participants’ linguistic background, language exposure and intergroup social distance levels (among other social factors) was used. Separate ANOVAS were performed using the IAT reaction times as a dependent variable and sociolinguistic variables as factors. Notably, the sociolinguistic approach revealed that more positive attitudes towards Afrikaans accented English are correlated with the language range of participants, the dominant languages spoken in their places of origin, and the type of school they have attended.

English in India: Global Aspirations, Local Identities at the Grassroots

2020 ◽  
pp. 85-111
Author(s):  
Sachin Labade ◽  
Claudia Lange ◽  
Sven Leuckert
Keyword(s):  
Upward Mobility ◽  
Language Attitudes ◽  
World Englishes ◽  
Language Identity ◽  
Local Identities ◽  
Local Languages

This chapter presents the results of an attitudinal study carried out in Maharashtra, India. This study investigates in which contexts and how often Maharashtrians use English, Hindi, Marathi, and other local languages, and which language(s) they identify with. The study shows that the respondents favour different languages in different situations but primarily perceive English as the language of upward mobility. However, English is not the language that Maharashtrians in the study identify with most frequently, which suggests that language attitudes and language identity need to be teased apart more precisely in the EIF Model and in World Englishes modelling in general.

Artistic Re-creation of Grassroots English: Ideologies and Structures in English Vinglish

2021 ◽  
pp. 115-140
Author(s):  
Edgar W. Schneider
Keyword(s):  
New York ◽  
Adult Learners ◽  
Critical Discourse Analysis ◽  
Main Part ◽  
Language Attitudes ◽  
World Englishes ◽  
Critical Discourse ◽  
Her Family ◽  
Internal Development ◽  
Value Judgements

This paper investigates the representation of grassroots English in a recent (2012), successful Bollywood movie, English Vinglish. The plot focusses upon Shashi, a young Indian mother who speaks hardly any English, a fact which is hugely embarrassing to herself and her family. During a stay in New York City she secretly takes beginners' English lessons with other international, instrumentally motivated learners. After a section which outlines some background, the paper's first main part analyzes language attitudes and ideologies held by the characters in this movie, presenting a short Critical Discourse Analysis of scenes from the movie, meant to disclose hidden linguistic value judgements. The second part adopts a linguistically descriptive perspective, presenting an analysis and interpretation of the basic syntactic patterns employed by Shashi and her classmates. These reduced but communicatively sufficient structures are characteristic of early adult learners' usage, and are shown to reflect internal development and to be similar to what has recently been termed "grassroots spread" of English. They are shown to display structural similarities with pidgins, patterns found in early language acquisition, and widespread nonstandard structures found in World Englishes.

Implicit Language Attitudes Toward Historically White Accents in the South African Context

2017 ◽  
Vol 37 (2) ◽  
pp. 238-248 ◽  
Author(s):  
Pedro Álvarez-Mosquera ◽  
Alejandro Marín-Gutiérrez
Keyword(s):  
South African ◽  
Implicit Association Test ◽  
Language Attitudes ◽  
English Speakers ◽  
Implicit Association ◽  
Historically White ◽  
Negative Attitudes ◽  
Main Effect ◽  
African Context ◽  
Accented English

This study explores the use of Implicit Association Test as an effective research tool to investigate language attitudes in South Africa. We aim to show how Standard South African English and Afrikaans-accented English are cognitively managed by young L1 South African indigenous language speakers. Results corroborate (a) participants’ statistically significant negative attitudes toward Afrikaans-accented English speakers, (b) the indexical nature of accents in triggering language attitudes, and (c) a main effect of modality when processing visual versus audio inputs.

Bilingual education & bilingualism

2006 ◽  
Vol 39 (1) ◽  
pp. 45-48
Keyword(s):  
Language Use ◽  
Language Attitudes ◽  
Basque Country ◽  
World Englishes ◽  
Lexical Representation ◽  
Cultural Continuity ◽  
Written Communication ◽  
Initial Exposure ◽  
Self Confidence ◽  
San Sebastian

06–127Ameel, Eef (U Leuven, Belgium; [email protected]), Gert Storms, Barbara C. Malt & Steven A. Sloman, How bilinguals solve the naming problem. Journal of Memory and Language (Elsevier) 53.1 (2005), 60–80.06–128Choi, Jinny K. (U Texas at Arlington, USA), Bilingualism in Paraguay: Forty years after Rubin's study. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.3 (2005), 233–248.06–129Echeverria, Begoña (U of California, Riverside, USA), Language attitudes in San Sebastian: The Basque vernacular as challenge to Spanish language hegemony. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.3 (2005), 249–264.06–130Enright Villalva, Kerry (U North Carolina at Chapel Hill, USA), Hidden literacies and inquiry approaches of bilingual high school writers. Written Communication (Sage) 23.1 (2006), 91–129.06–131Gentil, Guillaume (Carleton U, Canada), Commitments to academic biliteracy: Case studies of Francophone university writers. Written Communication (Sage), 22.4 (2005), 421–471.06–132Lasagabaster, David (U the Basque Country, Vitoria-Gasteiz, Spain), Attitudes towards Basque, Spanish and English: An analysis of the most influential variables. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 296–316.06–133Malcolm, Ian G. (Edith Cowan U, Mount Lawley, Australia) & Farzad Sharifian, Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 512–532.06–134Mishina-Mori, Satomi (Rikkyo U, Japan; [email protected]), Autonomous and interdependent development of two language systems in Japanese/English simultaneous bilinguals: Evidence from question formation. First Language (Sage) 25.3 (2005), 291–315.06–135Pickford, Steve (Charles Sturt U, Australia), Emerging pedagogies of linguistic and cultural continuity in Papua New Guinea. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 139–153.06–136Sebastián-Gallés, Núria (U Barcelona, Spain; [email protected]), Sagrario Echeverría & Laura Bosch, The influence of initial exposure on lexical representation: Comparing early and simultaneous bilinguals. Journal of Memory and Language (Elsevier) 52.2 (2005), 240–255.06–137Starks, Donna (U Auckland, New Zealand), The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.6 (2005), 533–550.06–138Yang, Jian (Seattle U, USA; [email protected]), Lexical innovations in China English. World Englishes (Blackwell) 24.4 (2005), 425–436.

scholarly journals The tolerance of English instructors towards the Thai-accented English and grammatical errors

2020 ◽  
Vol 9 (3) ◽  
pp. 685-694
Author(s):  
Varisa Osatananda ◽  
Parichart Salarat
Keyword(s):  
Negative Attitude ◽  
World Englishes ◽  
Foreign Accent ◽  
The Third ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Grammatical Errors ◽  
Thai English ◽  
Accented English

Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant towards both grammatical errors and the foreign accent. The third hypothesis was proved correct, that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English, so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.

Language Attitude Education as ICC Facilitation: An Explorative Class

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Zheng Xuan ◽  
Gao Yihong
Keyword(s):  
Intercultural Communication ◽  
Attitude Change ◽  
Linguistic Diversity ◽  
Language Attitudes ◽  
World Englishes ◽  
Pedagogical Intervention ◽  
Intercultural Communication Competence ◽  
Creative Solutions ◽  
Language Attitude ◽  
Students Attitudes

AbstractThis paper reports the design, implementation, and outcome of an action research. The research aimed to examine and improve college students’ attitudes towards varieties of World Englishes through a mild intervention in an intercultural communication class. Viewing education as a means to facilitate Intercultural Communication Competence (ICC), of which language attitude was an integral part, the study designed a four-step pedagogical intervention to help students become more open and critical of their attitudes. The four pedagogical steps included language attitude elicitation, deconstruction, reconstruction, and creative solutions to communicative problems. The study found that students largely had conservative language attitudes and prejudices to start with. After the intervention, over 40% of the students acquired more open language attitudes, while some remained ambivalent about embracing linguistic diversity, and a small number of students maintained their previous conservative attitudes. Challenges of attitude change and language attitude education are discussed.

Social Evaluations of Accented Englishes: An Indian Perspective

2020 ◽  
Author(s):  
Roshni Raheja ◽  
Keyword(s):  
Economic History ◽  
English Language ◽  
Language Attitudes ◽  
Evaluation Process ◽  
Social Institutions ◽  
World Englishes ◽  
Social Perceptions ◽  
Social Evaluation ◽  
Structured Interviews ◽  
History Of

Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.

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