Relevant bibliographies by topics / English speakers

Academic literature on the topic 'English speakers'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "English speakers"

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Gnevsheva, Ksenia, and Daniel Bürkle. "Age Estimation in Foreign-accented Speech by Native and Non-native Speakers." Language and Speech 63, no. 1 (February 13, 2019): 166–83. http://dx.doi.org/10.1177/0023830919827621.

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Current research shows that listeners are generally accurate at estimating speakers’ age from their speech. This study investigates the effect of speaker first language and the role played by such speaker characteristics as fundamental frequency and speech rate. In this study English and Japanese first language speakers listened to English- and Japanese-accented English speech and estimated the speaker’s age. We find the highest correlation between real and estimated speaker age for English listeners listening to English speakers, followed by Japanese listeners listening to both English and Japanese speakers, with English listeners listening to Japanese speakers coming last. We find that Japanese speakers are estimated to be younger than the English speakers by English listeners, and that both groups of listeners estimate male speakers and speakers with a lower mean fundamental frequency to be older. These results suggest that listeners rely on sociolinguistic information in their speaker age estimations and language familiarity plays a role in their success.
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Merritt, Brandon. "Perceptual representation of speaker gender in Spanish-English bilingual listeners." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A271. http://dx.doi.org/10.1121/10.0027470.

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The perceptual representation of speaker gender in monolingual English listeners has been found to be gradient and 2-dimensional. However, both gender expression and listener attribution of a speaker’s gender are known to vary by cultural and linguistic norms. Thus, listeners’ attribution of a speaker’s gender is expected to vary based on the cultural and linguistic practices of their community. This study examined the perceptual representation of speaker gender in Spanish-English bilingual listeners at the U.S./Mexico border of El Paso, TX. Twenty-four Spanish-English bilingual speakers of diverse gender identities (e.g., cisgender men, cisgender women, and transgender women) were audio recorded reading sentences from the English and Spanish versions of the Hearing in Noise Test. Nineteen cisgender Spanish-English bilingual listeners completed an auditory free classification paradigm, in which they classified speakers by perceived general similarity and gender identity in both Spanish and English conditions. Multidimensional scaling of listeners’ classifications in each language revealed that listeners organized speakers in a more expansive perceptual space in English (3 dimensions) as compared to Spanish (2 dimensions). Dimension weightings indicated that, in Spanish, listeners placed more emphasis on Dimension 1 as compared to Dimension 2 when classifying speakers, while, in English, listeners equally weighted the 3 dimensions.
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Othman, K., and A. I. Ismail. "Islamic English in Islamic Talks." MATEC Web of Conferences 150 (2018): 05081. http://dx.doi.org/10.1051/matecconf/201815005081.

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The international nature of the English language has affected many communities across the globe and this has led to the emergence of varieties of English, specifically to meet the needs of non-native speakers of English. For Muslim speakers, Islamic English has been proposed which aims to maintain Arabic terms in the English language when there is an absence of equivalent English words. An attempt to translate would lead to distortion in meanings. This paper aims to highlight the presence of Islamic English employed by a prominent international Islamic speaker. Content analysis method is employed. The findings indicate the functions of Islamic English in the speaker’s talks are to provide the accurate meaning of the terms, correct misconceptions and lack of equivalent word in the English language, hence the need for Islamic English for Muslim speakers of English.
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Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English speakers’ adaptation to native English speaker’s speech." Journal of the Acoustical Society of America 146, no. 4 (October 2019): 2842. http://dx.doi.org/10.1121/1.5136855.

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Fang, Fan (Gabriel). "Native-speakerism revisited: Global Englishes, ELT and intercultural communication." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 115–29. http://dx.doi.org/10.25170/ijelt.v13i2.1453.

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The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.
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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.

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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Samuel Akanbi, Babatunde,. "Emergence of English New Native Speakers in Nigeria: Reclassifying the English Speakers." International Journal of Applied Linguistics and English Literature 11, no. 2 (March 31, 2022): 13–17. http://dx.doi.org/10.7575/aiac.ijalel.v.11n.2p.13.

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This research decolonises the concept of new native speakers to mean “those who are born in the inner circle” and establishes that, there are native speakers of English in Nigeria. More recently, a group of speakers has been identified known as; the English New Native Speakers. These speakers are mostly monolinguals, who have a good command of the English Language. They are without or with the bit of ability to speak or comprehend the local language(s) used around them. The new native speaker is a 21st-century phenomenon because these speakers have not been in existence in Nigeria before this time. This paper establishes the emergence of the New English Native Speakers in Nigeria and calls for the addition of new native speakers of English in the taxonomy of the existing classification of the speakers of English in Nigeria. This paper, therefore, advocates for the re-classification of the English speakers in Nigeria to include these new speakers. I postulate that the new taxonomy of the speakers in Nigeria should be grouped thus: English new native speakers (speakers with little or no indigenous language), English as a second language (those who developed English as a second language, English as the first language (those who speak English as the first language and later developed an indigenous language).
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Abu Guba, Mohammed Nour. "Foot duration and polysyllabic shortening among Arab speakers of English." Loquens 9, no. 1-2 (June 9, 2023): e091. http://dx.doi.org/10.3989/loquens.2022.e091.

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This study investigates a neglected aspect of second language acquisition. It compares the timing patterns adopted by speakers of English as a foreign language with those of English native speakers. The paper aims to explore the extent to which Arab speakers, whose L1 is not as stress-timed as English is, can acquire the mechanisms of polysyllabic shortening in English. Three groups (English native speakers and two groups of Jordanian speakers of English) were requested to read three sets of monosyllabic, disyllabic and trisyllabic words in a carrier sentence. The total length of the word and the vowel duration in all the words were measured. Clear differences between the native speaker group and the non-native speaker groups were attested. Results show that isochronous foot duration and polysyllabic shortening are a tendency in English speech timing, rather than a fundamental process. Furthermore, acquiring the timing patterns of the stress-timed English rhythm is challenging to Arab speakers.
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Smith, Bruce L., Eric Johnson, and Rachel Hayes-Harb. "ESL learners’ intra-speaker variability in producing American English tense and lax vowels." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 139–64. http://dx.doi.org/10.1075/jslp.15050.smi.

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Abstract Nonnative (L2) English learners are often assumed to exhibit greater speech production variability than native (L1) speakers; however, support for this assumption is primarily limited to secondary observations rather than having been the specific focus of empirical investigations. The present study examined intra-speaker variability associated with L2 English learners’ tense and lax vowel productions to determine whether they showed comparable or greater intra-speaker variability than native English speakers. First and second formants of three tense/lax vowel pairs were measured, and Coefficient of Variation was calculated for 10 native speakers of American English and 30 nonnative speakers. The L2 speakers’ vowel formants were found to be native-like approximately half of the time. Whether their formants were native-like or not, however, they seldom showed greater intra-speaker variability than the L1 speakers.
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Marta Krygier-Bartz, Marta, and Melanie Glenwright. "Verbal Irony Comprehension in Adults who Speak English as an Additional Language." Studies in Linguistics and Literature 6, no. 2 (June 6, 2022): p58. http://dx.doi.org/10.22158/sll.v6n2p58.

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We examined whether adults who speak English as an Additional Language (EAL) have a decreased ability to comprehend verbal irony compared to native English speakers. Participants watched a series of 30-second videos containing ironic and literal statements. Respondents identified speaker’s belief, and rated speaker’s attitude and humor. EAL speakers were less reliable than native English speakers in identifying the speaker’s belief for both ironic and literal statements and showed lower humor ratings for ironic criticisms.
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Dissertations / Theses on the topic "English speakers"

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Dongilli, Sophia J. "Separable English phrasal verbs: a comparison of L1 English speakers and L1 Spanish speakers of L2 English." Kansas State University, 2015. http://hdl.handle.net/2097/19120.

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Master of Arts
Department of Modern Languages
Earl K. Brown
How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.
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Brighenti, Irene <1990&gt. "The Native Speaker’s Dilemma: Language Choice in ELF Interactions Between Native Speakers and Non Native Speakers of English." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7330.

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Questa ricerca mira a delineare il ruolo dei madrelingua inglesi nelle dinamiche di interazione nell’ambito dell’uso dell’inglese come lingua franca. Con essa si vuole determinare in che modo il recente diffondersi dell’inglese in Europa abbia contribuito a cambiare le dinamiche della scelta linguistica nelle interazioni fra madrelingua e non madrelingua inglesi e come i primi percepiscano questo cambiamento. Una ricerca preliminare sull’influenza dell’inglese come lingua madre nell’apprendimento delle lingue straniere aveva confermato la necessità di includere i madrelingua inglesi nel dibattito sull’uso dell’inglese come lingua franca, poiché raramente essi vengono considerati quando se ne discutono le conseguenze. Il primo capitolo tratterà la letteratura esistente sui seguenti argomenti: la cultura del monolinguismo ad oggi presente nei paesi anglofoni; il ruolo della motivazione nell’apprendimento linguistico, con una distinzione fra la motivazione strumentale e quella integrativa; l’apprendimento linguistico nell’ambito di esperienze di studio/lavoro all’estero; l’uso dell’inglese come lingua franca, in particolare il suo diffondersi nell’istruzione superiore ed il ruolo dei suoi madrelingua; le dinamiche di scelta linguistica e di accomodamento nell’interazione di parlanti di lingue diverse. La ricerca preliminare summenzionata verrà poi riassunta, per comprendere fino a che punto il diffondersi della lingua inglese in Europa abbia influenzato la motivazione e la capacità di apprendimento delle lingue straniere nei suoi madrelingua in contesti di studio/lavoro all’estero. I partecipanti hanno dimostrato scelte linguistiche differenti a seconda del contesto in cui si trovavano ad agire (incontri occasionali con gli abitanti del luogo, contatti con gli amici, compagni di corso o colleghi) e del paese in cui stavano trascorrendo il semestre all’estero. Nel secondo capitolo verrà presentata la ricerca condotta da Labrie e Quell nel 1997: “Your language, my language or English? The potential language choice in communication among nationals of the European Union”. Basandosi sui dati dell’Eurobarometro del 1994 sulle competenze linguistiche medie degli europei, essi hanno calcolato quale lingua avesse la maggior probabilità di essere scelta in un incontro occasionale fra persone di nazionalità diverse. Verranno quindi presentati i calcoli aggiornati sulla base degli ultimi dati disponibili (Eurobarometro 2012). Prevedibilmente, la recente diffusione dell’inglese ha alzato la probabilità che questa lingua venga utilizzata come mezzo di comunicazione. La terza parte tratterà lo studio compiuto per verificare empiricamente la validità del metodo di Labrie e Quell. Attraverso un questionario compilato sia da madrelingua che da non madrelingua inglesi, esso prova i limiti del metodo non empirico. Infatti, sebbene la scelta dell’inglese come lingua franca sia innegabilmente diffusa nelle interazioni fra i due gruppi, essa è fortemente influenzata dal contesto in cui i parlanti si trovano ad agire piuttosto che dalla loro nazionalità. Questa tesi mira a far crescere l’interesse nei confronti delle conseguenze che l’uso dell’inglese come lingua franca ha sui suoi parlanti ed il ruolo che essi ricoprono in interazioni in cui la loro lingua madre viene utilizzata come lingua franca. In conclusione, per comprendere a fondo i futuri sviluppi dell’inglese come lingua franca sembra essere necessario includere i suoi madrelingua nel dibattito.
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Nymeyer, Kayla Marie. "Parameters that Affect the Comfort Levels of Native English Speakers Communicating with Non-Native English Speakers." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5770.

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This study explores how native English speakers (NESs) are affected by the backgrounds of non-native English speakers (NNESs) when it comes to being comfortable interacting with then in English. Speech samples of 12 NNESs were gathered from the Level Achievement Tests conducted at Brigham Young University's English Language Center. There were six speakers who spoke Spanish as their first language (L1) and six speakers who spoke Chinese as their L1. In each L1 group, there were two Low proficiency speakers, two Mid proficiency speakers, and two High proficiency speakers. The speech samples were included in a Qualtrics survey which was completed by 122 American NES participants. The NES participants listened to each speech sample and rated their comfort level interacting with each NNES speaker in six different communication situations categorized as either formal or casual. The results were statistically analyzed in order to determine the effect of proficiency level, L1, and communication situation on NES comfort levels in NNES interactions. High proficiency speakers were rated significantly higher than Mid proficiency speakers which were in turn rated higher than Low proficiency speakers. Spanish L1 speakers were rated higher than Chinese L1 speakers. The more casual communication situations were ranked higher than the more formal communication situations. A statistical analysis of the interaction between proficiency level and L1 revealed that Spanish L1 speakers were strongly preferred at higher proficiency levels but Chinese L1 speakers were preferred at lower proficiency levels. These results suggest that Spanish L1 speakers have a greater need to be higher than Low proficiency while Chinese L1 speakers have a greater need to achieve High proficiency. NNESs who anticipate being in formal situations should also aim for High proficiency.
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Yao, Michelle. "How English speakers learn Chinese characters." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31601790.

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Yao, Michelle, and 姚君霓. "How English speakers learn Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31601790.

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Akbas, Erdem. "Commitment-detachment and authorial presence in postgraduate academic writing : a comparative study of Turkish native speakers, Turkish speakers of English and English native speakers." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7083/.

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This thesis reports an exploratory and contrastive corpus study examining two phenomena in postgraduate academic writing: expressing commitment/detachment and signalling authorial presence in dissertations. More specifically, the overall purpose of the study is to investigate how postgraduate academic writers from particular contexts build their academic stance and voice by employing a range of linguistic items that could be identified as hedges, boosters and authorial references. The corpus consists of a total of 90 discussions sections of master’s dissertations, 30 from Turkish L1 writers, 30 from Turkish writers of English and 30 from UK English L1 writers. A range of items, discourse functions and roles were determined during the pilot study via Nvivo 9. Then, the whole corpus was searched and analysed via WordSmith 5.0 based on the linguistic item list signalling certainty/doubt or authorial presence. In order to address two crucial phenomena in dissertation writing of postgraduates represented by three groups, both quantitative and qualitative approaches were adapted. Three key findings are as follows: 1. The postgraduates polarised: they either frequently qualified their level of commitment or else they seemingly intentionally withheld their commitment from what they asserted. The tone of writing adopted by the Turkish L1 writers differed markedly from that of the English L1 & L2 writers, as evidenced by their use of linguistic signalling expressions; the English L1 and L2 writers preferred to sound more detached from their knowledge claims, compared with the Turkish L1 writers. Therefore, the findings emphasise the importance of the language factor in expressing commitment-detachment across groups. 2. The authorial references included two broad categories: (1) Explicit authorial references (I and we-based pronouns); (2) Implicit authorial references (passive and element-prominent constructions speaking for the author). The Turkish L1 writers and the Turkish writers of English (from Turkish culture) appeared to construct less personal academic prose compared with the English L1 writers. This seems to reflect a broader cultural difference. 3. In terms of the authorial roles identified in relation to the accompanying verbs, the postgraduate writers tended to appear in their discourse most frequently as (1) Research Conductor, followed by (2) Discourse Creator & Participant; then (3) Opinion Holder. The rhetorical role indicating the membership of the postgraduates to a community (either academic or institutional), (4) Community-self, was the least frequent role adopted by the postgraduates in their discussion sections. It is recommended that, in order to raise postgraduates’ awareness about the writing conventions and practices in their disciplines, they should be provided with the standards required with respect to style via modelling from previous successful dissertations completed in their field. This is suggested as particularly important for ‘novice’ writers.
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Jansson, Hanna. "Native Swedish Speakers’ Problems with English Prepositions." Thesis, Örebro University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-958.

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This essay investigates native Swedish speakers’ problems in the area of prepositions. A total of 19 compositions, including 678 prepositions, written by native Swedish senior high school students were analysed. All the prepositions in the material were judged as either basic, systematic or idiomatic. Then all the errors of substitution, addition and omission were counted and corrected. As hypothesised, least errors were found in the category of basic prepositions and most errors were found in the category of idiomatic prepositions. However, the small difference between the two categories of systematic and idiomatic prepositions suggests that the learners have greater problems with systematic prepositions than what was first thought to be the case. Basic prepositions cause little or no problems. Systematic prepositions, i.e. those that are rule governed or whose usage is somehow generalisable, seem to be quite problematic to native Swedish speakers. Idiomatic prepositions seem to be learnt as ‘chunks’, and the learners are either aware of the whole constructions or do not use them at all. They also cause some problems for Swedish speakers. Since prepositions are often perceived as rather arbitrary without rules to sufficiently describe them, these conclusions might not be surprising to teachers, students and language learners. The greatest error cause was found to be interference from Swedish, and a few errors could be explained as intralingual errors. It seems as if the learners’ knowledge of their mother tongue strongly influences the acquisition of English prepositions.

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Paetzold, Gustavo Henrique. "Lexical simplification for non-native English speakers." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15332/.

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Lexical Simplification is the process of replacing complex words in texts to create simpler, more easily comprehensible alternatives. It has proven very useful as an assistive tool for users who may find complex texts challenging. Those who suffer from Aphasia and Dyslexia are among the most common beneficiaries of such technology. In this thesis we focus on Lexical Simplification for English using non-native English speakers as the target audience. Even though they number in hundreds of millions, there are very few contributions that aim to address the needs of these users. Current work is unable to provide solutions for this audience due to lack of user studies, datasets and resources. Furthermore, existing work in Lexical Simplification is limited regardless of the target audience, as it tends to focus on certain steps of the simplification process and disregard others, such as the automatic detection of the words that require simplification. We introduce a series of contributions to the area of Lexical Simplification that range from user studies and resulting datasets to novel methods for all steps of the process and evaluation techniques. In order to understand the needs of non-native English speakers, we conducted three user studies with 1,000 users in total. These studies demonstrated that the number of words deemed complex by non-native speakers of English correlates with their level of English proficiency and appears to decrease with age. They also indicated that although words deemed complex tend to be much less ambiguous and less frequently found in corpora, the complexity of words also depends on the context in which they occur. Based on these findings, we propose an ensemble approach which achieves state-of-the-art performance in identifying words that challenge non-native speakers of English. Using the insight and data gathered, we created two new approaches to Lexical Simplification that address the needs of non-native English speakers: joint and pipelined. The joint approach employs resource-light neural language models to simplify words deemed complex in a single step. While its performance was unsatisfactory, it proved useful when paired with pipelined approaches. Our pipelined simplifier generates candidate replacements for complex words using new, context-aware word embedding models, filters them for grammaticality and meaning preservation using a novel unsupervised ranking approach, and finally ranks them for simplicity using a novel supervised ranker that learns a model based on the needs of non-native English speakers. In order to test these and previous approaches, we designed LEXenstein, a framework for Lexical Simplification, and compiled NNSeval, a dataset that accounts for the needs of non-native English speakers. Comparisons against hundreds of previous approaches as well as the variants we proposed showed that our pipelined approach outperforms all others. Finally, we introduce PLUMBErr, a new automatic error identification framework for Lexical Simplification. Using this framework, we assessed the type and number of errors made by our pipelined approach throughout the simplification process and found that combining our ensemble complex word identifier with our pipelined simplifier yields a system that makes up to 25% fewer mistakes compared to the previous state-of-the-art strategies during the simplification process.
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Schaefer, Martina. "Stuttering characteristics of German-English bilingual speakers." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1508.

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To date, limited research has been reported on stuttering and bilingualism. Existing data reports conflicting results on stuttering characteristics across languages of bilingual people who stutter (PWS). Investigations to date include language acquisition, language proficiency, cultural influence, and linguistic as well as phonetic aspects in bilinguals PWS. Thus, assumptions on causal factors of stuttering are plenty, but research is missing to either support or refute those assumptions. Small sample sizes have been an additional obstacle. The purpose of this study was to analyse stuttering characteristics in German - English bilingual PWS. 15 German - English bilingual PWS, ranging in age between 10 and 59 years (mean = 25) were investigated. For all of the participants, German was acquired first (L1) and English second (L2). L2 exposure ranged from 5 to 20+ years (mean = 10). 15 minute conversational speech samples were collected in each language. In addition, an English proficiency test (Cloze Test) and a post-conversational questionnaire were administered. Analysis focused on differences in stuttering severity across languages, the distribution of stuttered content and function words across languages, and possible relationships between L2 proficiency and stuttering. Results indicated significantly more stuttering in L1 compared to L2. In L1, stuttering occurred significantly more often on content words. In L2, no significant difference between stuttering on function and content words was observed. For percentage of syllables stuttered, across language analysis detected significantly more stuttering on content words in German (L1) and more stuttering on function words in English (L2). No direct correlations between stuttering and language proficiency have been found. Results are discussed in light of current theories of stuttering and relationships to past findings are drawn.
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Al-rasheed, Abdulrahman Saud. "Colour cognition in Arabic and English speakers." Thesis, University of Surrey, 2010. http://epubs.surrey.ac.uk/2960/.

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Books on the topic "English speakers"

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Goslin, Benjamin du Plessis. Zulu for English speakers. Pietermaritzburg, South Africa: Shuter & Shooter, 1992.

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Gupta, R. K. Rapidex English for Telugu Speakers. India: Pustak Mahal, 2002.

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Uchiyama, Rollins Yuriko, ed. Japanese for young English speakers. [Nagoya-shi]: Published for Kawai Institute for Culture and Education, 1994.

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Nikam, Nilesh. English for English Speakers. Independently Published, 2018.

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Pimsleur and Pimsleur Language Programs. English for Korean Speakers: English for Korean Speakers (Basic). Pimsleur, 1999.

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English for Hindi Speakers: English for Hindi Speakers (Basic). Pimsleur, 1999.

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English for French Speakers: English for French Speakers (Basic). Pimsleur, 1999.

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English : English for Russian Speakers. Pimsleur, 1999.

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Pimsleur. English : English for Hindi Speakers. Pimsleur, 2001.

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Pimsleur. English : English for Japanese Speakers. Pimsleur, 2001.

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Book chapters on the topic "English speakers"

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Lowe, Robert J. "‘Native Speakers’ and Native-speakerism." In Uncovering Ideology in English Language Teaching, 17–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46231-4_2.

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Hayes, Mary. "Cursed Speakers." In Divine Ventriloquism in Medieval English Literature, 109–35. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118737_5.

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Hlavac, Jim, and Zhichang Xu. "Mediated intercultural communication involving Chinese speakers and English speakers." In Chinese–English Interpreting and Intercultural Communication, 34–62. First. | New York : Routledge, 2020. | Series: Routledge studies in sociolinguistics: Routledge, 2020. http://dx.doi.org/10.4324/9781315618111-2.

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Neumaier, Theresa. "New Englishes and Conversation Analysis." In Varieties of English Around the World, 65–83. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/veaw.g68.04neu.

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This study assesses the potential of using conversation analytic methodology to investigate syntactic variation in New Englishes. It analyses transcripts and audio files of face-to-face interactions between speakers of Caribbean and Southeast Asian Englishes and illustrates how syntax provides essential clues allowing interactants to project upcoming places of speaker change. Current speakers might adapt their turns underway to avoid transition to a next speaker, but speaker groups differ when it comes to which syntactic constructions they prefer in this context. As these interactional preferences seem to correlate with linguistic preferences (such as a high frequency of topicalization), the present study suggests that they constitute a case of emergent grammar, and hence should be considered a factor in investigating syntactic variation.
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Joubert, Pieter H., and Silvia M. Rogers. "Language Pitfalls: Native English Speakers." In Strategic Scientific and Medical Writing, 25–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48316-9_4.

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Joubert, Pieter H., and Silvia M. Rogers. "Language Pitfalls: Nonnative English Speakers." In Strategic Scientific and Medical Writing, 39–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48316-9_5.

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Min, Eun Kyung. "14. English speakers in Korea." In Studies in World Language Problems, 269–86. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/wlp.4.18min.

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Llurda, Enric. "‘Native speakers’, English and ELT." In The Routledge Handbook of English Language Teaching, 51–63. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-6.

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Tridas, Eric. "Dyslexia Among American English Speakers." In Dyslexia in Many Languages, 88–99. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003408277-7.

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Wallwork, Adrian. "Understanding Native Speakers." In English for Academic Correspondence and Socializing, 299–301. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-9401-1_25.

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Conference papers on the topic "English speakers"

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Shantoash, C., M. Vishal, S. Shruthi, and Gopalsamy N. Bharathi. "Speech Accent Recognition." In International Research Conference on IOT, Cloud and Data Science. Switzerland: Trans Tech Publications Ltd, 2023. http://dx.doi.org/10.4028/p-irai1l.

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The speech accent demonstrates that accents are systematic instead of merely mistaken speech. This project allows detecting the demographic and linguistic backgrounds of the speakers by comparing different speech outputs with the speech accent archive dataset to work out which variables are key predictors of every accent. Given a recording of a speaker speaking a known script of English words, this project predicts the speaker’s language. This project aims to classify various sorts of accents, specifically foreign accents, by the language of the speaker. This project revolves round the detection of backgrounds of each individual using their speeches
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Wijayabandara, H. M. Thisaranie. "English Speech Production of Native Sinhala Speakers with Special Reference to Interlanguage Analysis." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/ravq8385.

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Native Sinhala speakers attempt to speak in English even prior to formal education regardless of the errors they make in speech production. This study is focused on interlanguage, the linguistic system behind the learner language of these native speakers, influenced by the first language and the target language. This research was conducted to analyze the impact of the Sinhala language on the English speech production of native speakers. A qualitative research approach was taken to initiate this research with 30 native Sinhala speakers, who informally learnt to speak English. They were asked to interpret a few simple English sentences to Sinhala. Each translated utterance was simultaneously recorded and analyzed to observe the produced patterns of the inter-language. Results indicate that the inter-language production of the speakers was visible in the structure of language and specific grammar rules about spoken English. Syntactic pattern, word order, misidentifying nouns and adjectives, omission of the ‘be verbs’, the misconception of verb tenses, and chaotic pronoun placement are included in the native language influence. The findings of this inter-language analysis concluded that the native language is a dominant factor in second language speech production. Competence in the first language is the main reason for this dominance since the speaker tries to perceive a second language most comfortably. Further, the importance of introducing Psycholinguistics in Sri Lanka is emphasized. Keywords: Inter-language; Learner language; Sinhala language; Speech production; Syntactic structure
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Pratama, Hendi, Joko Nurkamto, Sri Marmanto, and Rustono. "Non-Native Speakers Understanding on Idiomatic Implicatures." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217503180327.

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Avelar, Maira. "THE USE OF LOCATIVE DEIXIS FROM A COGNITVE-LINGUISTIC PERSPECTIVE: A CROSS-CULTURAL MULTIMODAL ANALYSIS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/21.

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For structuring spatial relations, Brazilian Portuguese has four basic deictic forms: “aqui” (nearer to the speaker), “aí” (nearer to the addressee), “ali” (near to both speaker and addressee), and “lá” (distal from both speaker and addressee), whereas American English has a two-way distinction, linguistically expressed by “here” (near to the speaker) and “there” (distal from both the speaker and the hearer). Considering these differences, we aim at investigating how manual gestures operate along with speech, to point out to referents both located in the immediate interactional scene, the Ground [1], and projected in a non-immediate scene, narrated by the speaker. To do so, we collected 60 videos [2], 10 for each deictic, from late-night talk shows broadcasted in Brazilian, as well as in American TV broadcasts. As we carried out a gestural form and function analysis, the Linguistic Annotation System for Gestures [3], was adopted, which provided categorization tools to describe and analyze the verbo-gestural compounds encompassing locative deictic expressions both in American English and in Brazilian Portuguese. Results from both languages data samples support the hypothesis that the most frequent gestures that go along with the verbally uttered deictic expression is the pointing gesture. However, Brazilian Portuguese speakers predominantly use Pointing with Index Finger, associated to more prototypical deictic uses [4]. On the other hand, American English speakers mostly use Pointing with Open Hand, which is more associated to abstract ideas related to the conversational topic [4]. Considering gesture functions, it was also supported the hypothesis that referential function was predominant in both data samples. However, when the referential function was divided into concrete and abstract, Brazilian Portuguese shows a predominance of abstract deictic [5] uses, locating objects or entities in the imagined narrative scene. American English shows a predominance of concrete referential uses, locating objects or entities on the immediate scene. Finally, when the use of the verbo-gestural compounds is related to the ICM of Deixis [6], the comparison between Brazilian Portuguese and American English datasets indicates a cognitive resemblance between both languages, even though the deictic spatial relations are linguistically established in different ways on the same discursive genre.
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Chung, Hyunsong. "Rhythm of East-Asian Speakers of English in English Conversation." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-109.

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Peha, Jon M., and Michael S. Yu. "Broadcasting emergency information to non-English speakers." In 2017 IEEE International Symposium on Technologies for Homeland Security (HST). IEEE, 2017. http://dx.doi.org/10.1109/ths.2017.7943497.

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Burstein, Jill, and Martin Chodorow. "Automated essay scoring for nonnative English speakers." In a Symposium. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1598834.1598847.

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He, Xiaodong, and Yunxin Zhao. "Model complexity optimization for nonnative English speakers." In 7th European Conference on Speech Communication and Technology (Eurospeech 2001). ISCA: ISCA, 2001. http://dx.doi.org/10.21437/eurospeech.2001-29.

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Guo, Philip J. "Non-Native English Speakers Learning Computer Programming." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173970.

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Al-Shumari, Mansour, and Giampaolo Bella. "Online English vocabulary learning on different systems for non-English speakers." In 2014 56th International Symposium ELMAR. IEEE, 2014. http://dx.doi.org/10.1109/elmar.2014.6923374.

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Reports on the topic "English speakers"

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Frew, Dorothy. An Improved English Article System for Japanese Speakers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6896.

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Crosby, Christiane. L1 Influence on L2 Intonation in Russian Speakers of English. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1070.

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Rella, Eileen. Types of phonological processes occurring in normal Black English speakers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5804.

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Stevenson, Bill. Peer Correction by Non-native Speakers of English in Oral Group Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6794.

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Goldman, Susan R., and John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213269.

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George, Becky. Investigating Vowel Duration as a Perceptual Cue to Voicing in the English of Native Spanish Speakers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7061.

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.

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Mack, M., J. Tierney, and M. E. Boyle. The Intelligibility of Natural and LPC-Vocoded Words and Sentences Presented to Native and Non-Native Speakers of English. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada226180.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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