Relevant bibliographies by topics / Foreigh speakers

Academic literature on the topic 'Foreigh speakers'

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Published: 26 July 2024

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Journal articles on the topic "Foreigh 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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Zeisler, Bettina. "Context! Or how to read thoughts in a foreign language." Journal of South Asian Languages and Linguistics 3, no. 2 (September 1, 2016): 197–221. http://dx.doi.org/10.1515/jsall-2016-0010.

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AbstractBased on personal experience during long term fieldwork in Ladakh, this article will discuss a special technique for field research. It will emphasise the need to access the speakers’ creative unconsciousness by applying the time-consuming ‘ping-pong game’, that is, by confronting every speaker with real language data, by rechecking each speaker’s statement with at least one other speaker, and by feeding back evaluations from a second or third speaker to an original speaker and back in an almost endless repetition. A special focus here will be on the collection of compounds showing the phenomenon of consonant migration and on data gathering with respect to verb semantics and verb valency.
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WEATHERHEAD, Drew, Ori FRIEDMAN, and Katherine S. WHITE. "Preschoolers are sensitive to accent distance." Journal of Child Language 46, no. 6 (August 13, 2019): 1058–72. http://dx.doi.org/10.1017/s0305000919000369.

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AbstractCan children tell how different a speaker's accent is from their own? In Experiment 1 (N = 84), four- and five-year-olds heard speakers with different accents and indicated where they thought each speaker lived relative to a reference point on a map that represented their current location. Five-year-olds generally placed speakers with stronger accents (as judged by adults) at more distant locations than speakers with weaker accents. In contrast, four-year-olds did not show differences in where they placed speakers with different accents. In Experiment 2 (N = 56), the same sentences were low-pass filtered so that only prosodic information remained. This time, children judged which of five possible aliens had produced each utterance, given a reference speaker. Children of both ages showed differences in which alien they chose based on accent, and generally rated speakers with foreign accents as more different from their native accent than speakers with regional accents. Together, the findings show that preschoolers perceive accent distance, that children may be sensitive to the distinction between foreign and regional accents, and that preschoolers likely use prosody to differentiate among accents.
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Foucart, Alice, and Susanne Brouwer. "Is There a Foreign Accent Effect on Moral Judgment?" Brain Sciences 11, no. 12 (December 10, 2021): 1631. http://dx.doi.org/10.3390/brainsci11121631.

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Recent studies have shown that people make more utilitarian decisions when dealing with a moral dilemma in a foreign language than in their native language. Emotion, cognitive load, and psychological distance have been put forward as explanations for this foreign language effect. The question that arises is whether a similar effect would be observed when processing a dilemma in one’s own language but spoken by a foreign-accented speaker. Indeed, foreign-accented speech has been shown to modulate emotion processing, to disrupt processing fluency and to increase psychological distance due to social categorisation. We tested this hypothesis by presenting 435 participants with two moral dilemmas, the trolley dilemma and the footbridge dilemma online, either in a native accent or a foreign accent. In Experiment 1, 184 native Spanish speakers listened to the dilemmas in Spanish recorded by a native speaker, a British English or a Cameroonian native speaker. In Experiment 2, 251 Dutch native speakers listened to the dilemmas in Dutch in their native accent, in a British English, a Turkish, or in a French accent. Results showed an increase in utilitarian decisions for the Cameroonian- and French-accented speech compared to the Spanish or Dutch native accent, respectively. When collapsing all the speakers from the two experiments, a similar increase in the foreign accent condition compared with the native accent condition was observed. This study is the first demonstration of a foreign accent effect on moral judgements, and despite the variability in the effect across accents, the findings suggest that a foreign accent, like a foreign language, is a linguistic context that modulates (neuro)cognitive mechanisms, and consequently, impacts our behaviour. More research is needed to follow up on this exploratory study and to understand the influence of factors such as emotion reduction, cognitive load, psychological distance, and speaker’s idiosyncratic features on moral judgments.
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Bazzi, Luca, Susanne Brouwer, Margarita Planelles Almeida, and Alice Foucart. "Would you respect a norm if it sounds foreign? Foreign-accented speech affects decision-making processes." PLOS ONE 17, no. 10 (October 5, 2022): e0274727. http://dx.doi.org/10.1371/journal.pone.0274727.

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Does listening to a foreign-accented speaker bias native speakers’ behavior? We investigated whether the accent, i.e., a foreign accent versus a native accent, in which a social norm is presented affects native speakers’ decision to respect the norm (Experiments 1 and 2) and the judgement for not respecting it (Experiment 2). In Experiment 1, we presented 128 native Spanish speakers with new social norms, adapted from the measures imposed by the Spanish Government to fight the Covid-19 pandemic (e.g., ‘To avoid the spread of the Covid-19 virus, keep your distance’), whereas in Experiment 2, we presented 240 native Spanish speakers with everyday social norms learned from childhood (e.g., ‘Not littering on the street or in public places’), that have an intrinsic cultural and linguistic link. In Experiment 1, the norms were uttered either in a native accent, or in a foreign accent unfamiliar to our participants to avoid stereotypes. In Experiment 2, we added an accent negatively perceived in Spain to assess the role of language attitudes on decision making. Overall, accent did not directly impact participants’ final decisions, but it influenced the decision-making process. The factors that seem to underlie this effect are emotionality and language attitudes. These findings add up to the recent Foreign Accent effect observed on moral judgements and further highlight the role of the speaker’s identity in decision making.
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Burda, Angela N., Carlin F. Hageman, Julie A. Scherz, and Harold T. Edwards. "Age and Understanding Speakers with Spanish or Taiwanese Accents." Perceptual and Motor Skills 97, no. 1 (August 2003): 11–20. http://dx.doi.org/10.2466/pms.2003.97.1.11.

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This pilot study concerned the intelligibility of accented speech for listeners of different ages. 72 native speakers of English, representing three age groups (20–39, 40–59, 60 and older) listened to words and sentences produced by native speakers of English, Taiwanese, and Spanish. Listeners transcribed words and sentences. Listeners also rated speakers' comprehensibility, i.e., listeners' perceptions of difficulty in understanding utterances, and accentedness, i.e., how strong a speaker's foreign accent is perceived to be. On intelligibility measures, older adults had significantly greater difficulty in understanding individuals with accented speech than the other two age groups. Listeners, regardless of age, were more likely to provide correct responses if they perceived the speaker easier to understand. Ratings of comprehensibility were highly correlated with ratings of accentedness.
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom." Korean Language in America 17, no. 1 (January 1, 2012): 55–83. http://dx.doi.org/10.2307/42922296.

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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom." Korean Language in America 17, no. 1 (January 1, 2012): 55–83. http://dx.doi.org/10.2307/korelangamer.17.2012.0055.

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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Korpal, Paweł, and Mikołaj Sobkowiak. "The perception of native vs. non-native Danish speech: Bent and Bradlow’s matched interlanguage speech intelligibility benefit revisited." Scandinavian Philology 18, no. 2 (2020): 284–96. http://dx.doi.org/10.21638/11701/spbu21.2020.204.

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The main objective of the study was to test the applicability of Bent and Bradlow’s matched interlanguage speech intelligibility benefit to the Danish-Polish language pair. We aimed to verify whether it was easier for Polish students of Danish to understand a Danish native speaker or a Polish speaker with a proficient command of Danish. Sixteen Polish students, divided into two groups of eight, listened to two recordings of two Danish texts: one recorded by a native speaker of Danish and the other one — by a native speaker of Polish who is a graduate of Danish philology from a Polish university. Before the experiment, all of the recordings were evaluated in terms of traces of foreign accent using a 7-point Likert scale, the experts being native speakers of Danish. The evaluators assessed the Polish native speaker’s pronunciation as proficient, but they identified certain segmental and suprasegmental features in his speech that are common indicators of a foreign accent in Danish. During the experiment, participants were asked to fill in each recording transcript with twenty missing words. The analysis of the results revealed that the participants scored higher when listening to the text recorded by the Polish speaker. Hence, the matched interlanguage speech intelligibility benefit was observed in a study using Polish as L1 (native language) and Danish as a foreign language. The study may provide a valuable insight into the question of non-native speech perception, foreign-accented speech and the veracity of the matched interlanguage speech intelligibility benefit for the Polish–Danish language pair.
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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.

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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
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Dissertations / Theses on the topic "Foreigh speakers"

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Onditi, Tom L. S. "The acquisition of English wh-interrogatives by Dholuo L1 speakers." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239500.

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Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.
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Ryan, Ann Margaret Gitzean. "Vowel blindness in Arabic learners of English." Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570310.

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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Wu, Mian, and 吴冕. "Speech perception of English as a foreign language by Mandarin Chinese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206725.

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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.

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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Picard, Michelle Yvette. "The serpent both in water and on land : a critical phenomenological investigation of foreign students' experiences of learning English in South Africa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002639.

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In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
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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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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Ferguson, Angela. "Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker Issue." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1124%5F1%5Fm.pdf&type=application/pdf.

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Books on the topic "Foreigh speakers"

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Hasegawa, Yoko. Elementary Japanese. Tokyo: Tuttle Pub., 2005.

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L, Lipenga Allan, ed. Parlons cisena: Langue et culture du Mozambique. Paris: L'Harmattan, 2007.

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

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Dale, Paulette. English pronunciation for Japanese speakers. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Compton, Arthur J. Pronouncing English for Mandarin speakers. San Francisco: Carousel House, 1999.

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Compton, Arthur J. Pronouncing English for Slavic speakers. San Francisco: Carousel House, 1999.

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Lacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.

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Lacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.

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John, Young. Japanese for young English speakers. [Nagoya-shi]: Published for Kawai Institute for Culture and Education, 1994.

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Dale, Paulette. English pronunciation for Spanish speakers: Vowels. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Book chapters on the topic "Foreigh speakers"

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Kupisch, Tanja, Neal Snape, and Ilse Stangen. "Foreign language acquisition in heritage speakers." In Hamburg Studies on Linguistic Diversity, 99–122. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hsld.2.08kup.

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Rodriguez-Cuadrado, Sara, and Carlos Romero Rivas. "Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition." In Bilingual Processing and Acquisition, 236–64. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.

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In this chapter, we review the literature on how foreign-accented speech modulates cognitive processes related to language comprehension and describe the interactions between native and non-native speakers. First, we focus on how language comprehension processes are modulated when native listeners listen to foreign-accented speakers. Whilst the results about acoustic-phonetic and syntactic processing are relatively consistent throughout the literature on the subject, there is currently a debate on what the effects of foreign-accented speech are on lexical-semantic processing. Secondly, we analyze the literature on how foreign listeners process foreign-accented speech, a field of research that has grown recently. Then, we discuss how native and non-native speakers align with one another during verbal interactions. Finally, we examine the cognitive biases that native listeners show when interacting with non-native speakers that modulate social cognition processes.
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McLelland, Nicola. "Which languages do English speakers want to learn?" In Teaching and Learning Foreign Languages, 5–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315624853-2.

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Porto, Melina. "English as a Foreign Language Teachers’ Understandings of the Native/Non-native Dichotomy: An Argentine Perspective." In Native-Speakerism, 69–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_4.

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Cho, Hyesun. "Linguicism in U.S. Higher Education: A Critical Autoethnography." In To Be a Minority Teacher in a Foreign Culture, 301–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_19.

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AbstractThis critical autoethnography discusses the emotional and cognitive dissonance encountered by the author, an international faculty member, during her professional journey at a large public research university in the United States. Despite being recognized for her scholarship as a promising researcher in the field of TESOL (Teaching English to Speakers of Other Languages), she has still encountered covert linguicism (Skutnabb-Kangas, 2012), a phenomenon ubiquitous in the English-dominant higher education context. This chapter discusses the ways in which the linguistic discrimination has shaped the author’s professional identity and how she exerts her agency as a teacher educator-researcher through critical reflexivity to promote legitimacy and self-efficacy in her professional community. By unpacking and problematizing the dominant discourse, such as native speakerism (Holliday, 2015), in English language teaching, this study aims to provide a nuanced understanding of the lived experience of a bilingual faculty member in a teacher education program in the United States.
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Iaia, Pietro Luigi. "The Representation of Foreign Speakers in TV Series." In Linguistic and Cultural Representation in Audiovisual Translation, 147–62. New York : Routledge, [2018] | Series: Routledge Advances in translation and interpreting studies, 32: Routledge, 2018. http://dx.doi.org/10.4324/9781315268552-9.

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Teng, Mark Feng, and Barry Lee Reynolds. "English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?" In English Literacy Instruction for Chinese Speakers, 3–13. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_1.

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Teng, Mark Feng, and Barry Lee Reynolds. "English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications." In English Literacy Instruction for Chinese Speakers, 369–78. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_22.

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Houghton, Stephanie Ann. "4. The Overthrow of the Foreign Lecturer Position and its Aftermath." In Native-Speakerism in Japan, edited by Stephanie Ann Houghton and Damian J. Rivers, 60–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847698704-008.

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Bui, Gavin, and Rhett Yu. "Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy." In English Literacy Instruction for Chinese Speakers, 127–41. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_8.

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Conference papers on the topic "Foreigh 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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"Foreign keynote speakers." In 2019 International Conference on Electrical, Communication, and Computer Engineering (ICECCE). IEEE, 2019. http://dx.doi.org/10.1109/icecce47252.2019.8940660.

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Yoo Hak Soo. "Korean Students’ Frequent Errors in Studying Russian Language." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-128-133.

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The article is aimed at describing the phonetic, intonation, spelling, lexico-semantic and grammatical errors of Korean students that occur in the process of learning Russian. For the study, the comparison of Russian as the language being studied and the native speaker’s language was conducted. Russian speakers, for example, tend to ignore the correct pronunciation of certain vowels and consonants in the Russian language, which do not exist in the Korean language, and underestimate the role of stress as one of the most important factors of the Russian phonetic system. The present study compares the differences in pronunciation features between Russian and Korean, which affect the frequent errors among Korean students. In the case of teaching Russian outside the language environment, it’s more difficult to correct lexicosemantic and syntactic errors of students than phonetic and morphological errors because of the filter of the native language. If a student is exposed to the Russian language dominant environment, pronunciation and intonation mistakes are corrected naturally in the process of comprehensive communication with native speakers. Thus, the study attempts to describe the difficulties of learning Russian as a foreign language to a Korean student audience. A comparison of phonetics, vocabulary, and grammar of Russian and Korean languages is given in examples. Recommendations of theoretical and practical significance for learning Russian will be discussed
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Polášková, Eva. "Zur Form und Funktion der Beispielsätze bei der Grammatikvermittlung anhand grammatischer DaF-Handbücher." In Form und Funktion. University of Ostrava, 2024. http://dx.doi.org/10.15452/fufd2023.08.

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The success of a German grammar handbook for foreign speakers when conveying grammar not only depends on well-founded theoretical descriptions, but also on appropriate model and example sentences, which may prove more essential than the explanatory passages themselves. The aim of this article is to analyse various structures and functions of model and example sentences in selected German grammar handbooks for foreign speakers, to establish a typology of these sentences and then use these criteria to compare the handbooks. Within this process we will search for the potential to improve these handbooks in this respect.
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Kapaeva, Angelika. "THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.13.

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The article is dedicated to the development of Bachelors' cultural competence. The analysis of cultural competence definitions provided the selection of the most effective methods, aids for the development of Bachelors' cultural competence to communicate successfully with native speakers in everyday life as well as in professional sphere.
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.

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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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Ruslan, Titin, Fikri Hakim, and Shinta Rosiana. "Teaching Model in Writing Indonesian for Advanced Foreign Speakers (Practical Study of Writing Skills for Foreign Speakers)." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295087.

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Baskakova, Anna. "The studying of Russian phraseological units and paroemias in English speaking audience." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.

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A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.
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Baskakova, Anna. "The studying of Russian phraseological units and paroemias in English speaking audience." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.

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A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.
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Aalburg, Stefanie, and Harald Hoege. "Foreign-accented speaker-independent speech recognition." In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-558.

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Reports on the topic "Foreigh speakers"

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New Horizons in Latin America and Caribbean - Asia Development Cooperation. Inter-American Development Bank, March 2015. http://dx.doi.org/10.18235/0005990.

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This brochure belongs to the High-Level Seminar: New Horizons in Latin America and Caribbean - Asia Development Cooperation Identifying Development Solutions through South-South and Triangular Cooperation. The discussion panel included keynote remarks by ADB President Takehiko Nakao and IDB President Luis Alberto Moreno, and featured as guest speakers Yi Gang, Deputy Governor of the People's Bank of China and Administrator of the State Administration of Foreign Exchange, Akihiko Tanaka, President of the Japan International Cooperation Agency, Duk-Hoon Lee, President of the Export-Import Bank of Korea, and Kyttack Hong, Chairman and CEO of the Korea Development Bank.
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