scholarly journals Practicando la habilidad de hablar en inglés mediante interacciones con hablantes nativos

2021 ◽  
Vol 2 (3) ◽  
pp. 68-85
Author(s):  
Manuel Antonio Becerra Polanco ◽  
Juan González Martínez
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
English Speaking ◽  
Investigación Cualitativa ◽  
Linguistic Aspect ◽  
The University ◽  
Grammatical Structures

El presente artículo describe una investigación cualitativa enfocada en analizar la mejoría de la habilidad de hablar en inglés por parte de los alumnos de la universidad de Quintana Rool. La metodología se enfocó a través de prácticas situacionales con hablantes nativos del inglés y al diseño actividades orientadas a la realización de conversaciones entre grupos pequeños. Para la recolección de los datos, se empleó el uso de foros, y un cuestionario con preguntas abiertas. Los resultados reportan mejorías en los alumnos respecto al control de limitaciones psicológicas como la timidez, miedo a cometer errores, hablar con nativos, entre otras. De igual forma, se identificó mejoría en el aspecto lingüístico al fomentar el uso y práctica de estructuras gramaticales. Abstract This article describes a qualitative research focused on analyzing the improvement of English speaking skills of students at the University of Quintana Rool. The methodology was focused through situational practices with native English speakers and the design of activities oriented to small group conversations. For data collection, the use of forums and a questionnaire with open-ended questions was used. The results report improvements in the students' control of psychological limitations such as shyness, fear of making mistakes, speaking with native speakers, among others. Likewise, improvement was identified in the linguistic aspect by encouraging the use and practice of grammatical structures.

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.

L2 Acquisition of Spanish VOT by English-Speaking Immigrants in Spain

2020 ◽  
Vol 13 (2) ◽  
pp. 361-389 ◽  
Author(s):  
Timothy L. Face ◽  
Mandy R. Menke
Keyword(s):  
Native Speakers ◽  
Voice Onset Time ◽  
Onset Time ◽  
Native English Speakers ◽  
English Speakers ◽  
L2 Acquisition ◽  
L2 Phonology ◽  
Long Time ◽  
English Speaking ◽  
Considerable Individual Variation

AbstractPrevious studies of native English speakers learning Spanish as a second language (L2) document compromise voice onset time (VOT) values; however, the focus has been predominantly on voiceless stops and has almost exclusively investigated beginning and intermediate learners. This study fills a gap in the literature by considering the acquisition of VOT in both voiceless and voiced Spanish stops by long-time native English-speaking residents of Spain. Overall, the results show that the L2 speakers’ VOT values differ from those of native speakers across all stop consonants; yet L2 speakers’ productions of voiceless, as opposed to voiced, stops more closely approximate those of native speakers. Considerable individual variation is observed as no speaker achieves native-like performance overall, and no consonant is mastered by more than half of the speakers. Results are considered in light of what they contribute to our understanding of ultimate attainment of Spanish VOT, specifically, and L2 phonology more generally.

scholarly journals Ethical Considerations in Conducting Research with Non-native Speakers of English

2011 ◽  
Vol 28 ◽  
pp. 1 ◽  
Author(s):  
Joanna Koulouriotis
Keyword(s):  
Research Ethics ◽  
Native Speakers ◽  
Native English Speakers ◽  
Qualitative Inquiry ◽  
English Speakers ◽  
Ethical Considerations ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Research Ethics Boards ◽  
Conducting Research

The ethical considerations of three education researchers working with nonnative English-speaking participants were examined from a critical theory standpoint in the light of the literature on research ethics in various disciplines. Qualitative inquiry and data analysis were used to identify key themes, which centered around honor and respect for participants’ voices and the researchers’ perceived limitations of university research ethics boards (REBs) to address adequately their concerns when working with non-native English speakers.

scholarly journals Palgrave Study Skills: The International Student Handbook

2014 ◽  
Vol 4 (2) ◽  
pp. 196-198
Author(s):  
Karen Johnson ◽  
Lisa Wells
Keyword(s):  
Study Skills ◽  
International Student ◽  
First Language ◽  
Academic Culture ◽  
Native English Speakers ◽  
English Speakers ◽  
University Culture ◽  
History Of ◽  
English Speaking ◽  
The University

The International Student Handbook addresses the needs of students whose first language is not English. Whether they are future or current students, as non-native English speakers who study at English-speaking universities, they will deal with issues ranging from adapting to the new academic culture to understanding the nuances of the language. This practical handbook can help prepare students adjust to the academic rigors of Western universities, understand the university culture, improve their English, and become successful university students. The three authors report a combined history of teaching at universities in 12 different countries. 

scholarly journals The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English

Linguistics ◽  
2018 ◽  
Vol 56 (3) ◽  
pp. 581-598 ◽  
Author(s):  
Ksenia Gnevsheva
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Factors Affecting ◽  
Audio Clip ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Video Condition ◽  
Mismatch Effect

Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first language Korean, German, and English speakers in 3 conditions: audio only, video only, and audiovisual. Korean speakers received similar accentedness ratings regardless of condition, but German speakers were rated significantly less accented in the video condition and more accented in the audiovisual condition than the audio one. This result is explained as an expectation mismatch effect, whereby, when the listeners saw a Caucasian speaker they did not expect to hear a foreign accent, but if they actually heard one it was made more salient by their expectation to the contrary.

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.

The cognitive saliency of word associations of verbs of speech in English as a Lingua Franca interactions

2020 ◽  
Vol 17 (4) ◽  
pp. 417-443
Author(s):  
Yang Pang
Keyword(s):  
Common Ground ◽  
Native Speakers ◽  
Native English Speakers ◽  
Target Language ◽  
English Speakers ◽  
Cognitive Approach ◽  
Lingua Franca ◽  
Word Associations ◽  
Similar Word ◽  
Speech Communities

AbstractBuilding on the theoretical insights into the socio-cognitive approach to the study of interactions in which English is used as a lingua franca (ELF)), this paper reports on the idiosyncratic phenomenon that ELF speakers do not adhere to the norms of native speakers, but instead create their own particular word associations during the course of the interaction. Taking the verbs of speech talk, say, speak, and tell as examples, this study compares word associations from three corpora of native and non-native speakers. The findings of this study reveal that similar word associative patterns are produced and shared by ELF speech communities from different sociocultural backgrounds, and these differ substantially from those used by native English speakers. Idiom-like constructions such as say like, how to say, and speakin are developed and utilized by Asian and European ELF speakers. Based on these findings, this paper concludes that ELF speakers use the prefabricated expressions in the target language system only as references, and try to develop their own word associative patterns in ELF interactions. Moreover, the analysis of the non-literalness/metaphorical word associations of the verbs of speech in the Asian ELF corpus suggests that ELF speakers dynamically co-construct their shared common ground to derive non-literal/metaphorical meaning in actual situational context.

Speech Rate Is No Simple matter

1990 ◽  
Vol 12 (3) ◽  
pp. 303-313 ◽  
Author(s):  
Tracey M. Derwing
Keyword(s):  
Native Speakers ◽  
Speech Rate ◽  
Native English Speakers ◽  
Pause Time ◽  
Short Film ◽  
English Speakers ◽  
Articulation Rate ◽  
Simple Matter ◽  
Communicative Success

Speech rate (articulation rate and pauses) was examined for its relation to communicative success. Native English speakers (NSs) were paired with other NSs and with non-native speakers (NNSs). The subjects viewed a short film, the content of which they were to relay to their two partners independently. Communicative success was measured through comprehension questions addressed to the listeners at the completion of the task. Analyses indicated that although a slight majority of NSs slowed their speech rate for NNSs, they did not adjust articulation rate, but did significantly increase pause time. Neither speech rate nor articulation rate varied over the course of the narrations. Contrary to intuition, the subjects who successfully communicated the story to NNSs did not adjust their speech rate, while those who had difficulty communicating with NNSs increased pause time significantly. The implications of the findings are discussed, and suggestions for further research are made.

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