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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Fitria, Tira Nur. "An Analysis of the Students’ Difficulties in TOEFL Prediction Test of Listening Section." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 95. http://dx.doi.org/10.29240/ef.v5i1.2212.
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This study is to know the students’ difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the students’ difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. Keywords: Listening, TOEFL, TOEFL Prediction Test
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Jiang, Xiaoming, Kira Gossack-Keenan, and Marc D. Pell. "To believe or not to believe? How voice and accent information in speech alter listener impressions of trust." Quarterly Journal of Experimental Psychology 73, no. 1 (August 6, 2019): 55–79. http://dx.doi.org/10.1177/1747021819865833.
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Our decision to believe what another person says can be influenced by vocally expressed confidence in speech and by whether the speaker–listener are members of the same social group. The dynamic effects of these two information sources on neurocognitive processes that promote believability impressions from vocal cues are unclear. Here, English Canadian listeners were presented personal statements ( She has access to the building) produced in a confident or doubtful voice by speakers of their own dialect (in-group) or speakers from two different “out-groups” (regional or foreign-accented English). Participants rated how believable the speaker is for each statement and event-related potentials (ERPs) were analysed from utterance onset. Believability decisions were modulated by both the speaker’s vocal confidence level and their perceived in-group status. For in-group speakers, ERP effects revealed an early differentiation of vocally expressed confidence (i.e., N100, P200), highlighting the motivational significance of doubtful voices for drawing believability inferences. These early effects on vocal confidence perception were qualitatively different or absent when speakers had an accent; evaluating out-group voices was associated with increased demands on contextual integration and re-analysis of a non-native representation of believability (i.e., increased N400, late negativity response). Accent intelligibility and experience with particular out-group accents each influenced how vocal confidence was processed for out-group speakers. The N100 amplitude was sensitive to out-group attitudes and predicted actual believability decisions for certain out-group speakers. We propose a neurocognitive model in which vocal identity information (social categorization) dynamically influences how vocal expressions are decoded and used to derive social inferences during person perception.
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AKHTAR, NAMEERA, JENNIFER MENJIVAR, ELENA HOICKA, and MARK A. SABBAGH. "Learning foreign labels from a foreign speaker: the role of (limited) exposure to a second language." Journal of Child Language 39, no. 5 (January 5, 2012): 1135–49. http://dx.doi.org/10.1017/s0305000911000481.
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ABSTRACTThree- and four-year-olds (N = 144) were introduced to novel labels by an English speaker and a foreign speaker (of Nordish, a made-up language), and were asked to endorse one of the speaker's labels. Monolingual English-speaking children were compared to bilingual children and English-speaking children who were regularly exposed to a language other than English. All children tended to endorse the English speaker's labels when asked ‘What do you call this?’, but when asked ‘What do you call this in Nordish?’, children with exposure to a second language were more likely to endorse the foreign label than monolingual and bilingual children. The findings suggest that, at this age, exposure to, but not necessarily immersion in, more than one language may promote the ability to learn foreign words from a foreign speaker.
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Kuntarto*, Niknik M. "Portrait of indonesian usage in gafabaca's children's story book series; gafabaca series 1 and 2, fish series, and cat series." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 27–40. http://dx.doi.org/10.30998/jh.v1i1.32.
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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Ramliyana, Randi. "Comic "Gora" in the textbook serial BIPA Dahsyat: media increase vocabulary mastery in learning Indonesian for foreign Speakers." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 79–84. http://dx.doi.org/10.30998/jh.v1i1.39.
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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Yun, Eun Mi, and Jin Seok Kang. "A Study of Speaker Variables' Effect on Word Intelligibility Focused on Foreign Speakers." Journal of Linguistics Science 76 (March 31, 2016): 197. http://dx.doi.org/10.21296/jls.2016.03.76.197.
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Dolidze, Anna. "The Non-Native Speakers of International Law: The Case of Russia." Baltic Yearbook of International Law Online 15, no. 1 (July 29, 2016): 77–103. http://dx.doi.org/10.1163/22115897-90000060b.
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This article presents a metaphor that might explain Russia’s approach to international law. Drawing on linguistics, the article proposes that Russia has been a non-native speaker of international law. A non-native speaker’s experiences range from estrangement and disengagement from the foreign language and its speech community to that of empowerment and inspiration nurtured by the acquisition of a new language and a new multilingual identity. Thus, as a non-native speaker, Russia has approached international law with two rhetorical moves: as a disaffected foreigner and as an empowered multilingual subject who aspires to uphold and interpret the rules of the language recently acquired. As a multilingual speaker fluent in the language of international law, Russia has asserted control over judgments of grammaticality and has disagreed with previously determined linguistic rules established by the native-speaking community. The notion of a non-native speaker of international law can apply to states other than Russia. Policymakers and intellectual leaders of other countries, including China, might perceive themselves as non-native speakers in their encounters with the western European foundations of the language of international law. Finally, the article explores the future of international law by asking whether non-native speakers who have been gaining fluency in the parlance of international law will continue to develop their own linguistic repertoire, build their own vocabularies, and advance their own assertions regarding rules of grammar. The future of international law might be diglossic, as two varieties of its language, shared by different speech communities and practiced in different contexts, may be established.
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SERENO, JOAN, LYNNE LAMMERS, and ALLARD JONGMAN. "The relative contribution of segments and intonation to the perception of foreign-accented speech." Applied Psycholinguistics 37, no. 2 (January 5, 2015): 303–22. http://dx.doi.org/10.1017/s0142716414000575.
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ABSTRACTThe present study examines the relative impact of segments and intonation on accentedness, comprehensibility, and intelligibility, specifically investigating the separate contribution of segmental and intonational information to perceived foreign accent in Korean-accented English. Two English speakers and two Korean speakers recorded 40 English sentences. The sentences were manipulated by combining segments from one speaker with intonation (fundamental frequency contour and duration) from another speaker. Four versions of each sentence were created: one English control (English segments and English intonation), one Korean control (Korean segments and Korean intonation), and two Korean–English combinations (one with English segments and Korean intonation; the other with Korean segments and English intonation). Forty native English speakers transcribed the sentences for intelligibility and rated their comprehensibility and accentedness. The data show that segments had a significant effect on accentedness, comprehensibility, and intelligibility, but intonation only had an effect on intelligibility. Contrary to previous studies, the present study, separating segments from intonation, suggests that segmental information contributes substantially more to the perception of foreign accentedness than intonation. Native speakers seem to rely mainly on segments when determining foreign accentedness.
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Wiratmoko, Gandung Aulia, Dwi Haryanti, Malikatul Laila, and Agus Wijayanto. "Compliments in Turn Taking: Analysis During Foreign L2 Speakers Class Session." Language Circle: Journal of Language and Literature 18, no. 2 (April 30, 2024): 317–22. http://dx.doi.org/10.15294/lc.v18i2.49617.
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This study aimed on elaborating the rules of turn taking and the primary intentions of turn taking containing compliments done by the Foreign L2 Speakers and the students at De Access Hotel and Culinary Training Centre. The writer applied descriptive research design which applied the participant observation method with passive observer. The data of the research is the conversations spoken by the foreign L2 speakers and the EFL learners in the teaching learning process and the data source was the teaching learning process done by the foreign L2 speakers in teaching the EFL Learners in De Access Hotel and Culinary Training Centre. In collecting the data, the writer as a passive observer attended the class and without disturbing the teaching learning process, the writer observed while recorded the classroom activity then the writer transcribed the conversation between the foreign L2 speakers and the EFL learners. The result of the study showed that the rules of turn taking are; (1) turn-taking 1A {S (who is talking) chooses NP (next Speaker) in the speech}; (2) Turn-taking 1B {NP (next Speaker) is not chosen by S (speaker)}; and Turn-taking 1C {S can stop or continue speaking} and the rule 1B is dominant and often used in turn-taking in classroom session. And also there are four primary intentions of speech in classroom that are; to express an opinion, to elicit a reaction, to encourage specific behavior and to express satisfaction.
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Hayes, Lydia. "How to sound Spanish in English: questionnaire findings and implications for English-language original and dubbed fiction." XLinguae 15, no. 2 (April 2022): 33–52. http://dx.doi.org/10.18355/xl.2022.15.02.03.
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In this article, I analyse the results of a questionnaire conducted in order to discern how to sound Spanish in English or, more precisely, how to be perceived as a native-Spanish speaker by native-English speakers. The study set out to determine the degree of specificity to which native-English speakers perceive foreign accents in English, in general, and Hispanic-accented English, in particular. The study also aimed to elucidate the key phonetic realisations that contribute to an accent being perceived particularly as such and whether that perception requires authenticity. The final main aim was to uncover the personality characteristics Anglophones associate with Hispanic-accented speakers. With regard to this last point, I delve into the concept of dialectal memes, which explain how social value is inextricably linked to and therefore indexed by accents, and test the hypothesis that memes exist. In addition to exploring answers to the questions at the core of these aims, I provide further analysis on tangential findings revealed in the participants’ responses, such as the matter of whether celebrity or knowledge of a speaker’s identity, e.g. Rafael Nadal or Penélope Cruz, generates perception bias. Ultimately, the analysis provided in this article aspires to elevate foreign varieties of English to pluricentric status in the Anglosphere, and to lay the grounds on which to posit that the most defining characteristic of these varieties is accent. In addition, I consider how the findings might inform fictional renditions of foreign accents in both original and dubbed versions.
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Muñoz, Carmen, and David Singleton. "Foreign accent in advanced learners." EUROSLA Yearbook 7 (August 10, 2007): 171–90. http://dx.doi.org/10.1075/eurosla.7.10mun.
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Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background data were elicited by questionnaire and interview. A significant difference overall emerged between native speakers and non-natives in terms of FA ratings. However, two of the learners scored within the native-speaker range. The discussion examines the possible influence of an array of factors on degree of FA, and explores what might underlie the native-like performance of the two most successful learners.
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Tomić, Kristina, and Katarina Milenković. "FORENSIC SPEAKER PROFILING FROM THE SAMPLE IN ЕNGLISH AS A FOREIGN LANGUAGE – VOWEL DURATION ANALYSIS." Nasledje Kragujevac 18, no. 49 (2021): 29–46. http://dx.doi.org/10.46793/naskg2149.029t.
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Forensic speaker profiling is a procedure employed in criminal cases where there is a voice recording of the criminal, but there is no suspect. It encompasses determining the age, gender, origin or socio- economic status of the recorded speaker (Rose 2002; Kašić, Đorđević 2009a; Jessen 2010). One of the challenges of modern forensic phonetic science is speaker profiling from the voice sample in a foreign language. In the current research, we analyzed the vowel duration of five speakers from Novi Sad and five speakers from Niš, when they were speaking spontaneously in their mother tongue, Serbian, and in a foreign lan- guage, English. We compared the quantity of vowels of each group of speakers within-language and across languages. The acoustic analysis of vowels was performed manually in Praat (Boersma, Weenink 2018), by looking at the spectrogram and waveform of the recordings. To test the difference in means of two groups of data, we used the Welch t-test (Welch 1947). Our results show that urban speakers from Niš and Novi Sad do not exhibit statistically significant differences in the duration of their English vowels. However, certain duration relations that exist between vowels may be indicative of one’s native dialect.
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Rijal, Andy Samsu. "Penggunaan Bahasa dalam Ranah Pariwisata; Studi di Kawasan Taman Nasional Bantimurung Bulusaraung Maros, Sulawesi Selatan." SASDAYA: Gadjah Mada Journal of Humanities 5, no. 1 (February 27, 2022): 37. http://dx.doi.org/10.22146/sasdayajournal.73287.
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The existence of tourism in the community provides an opportunity for the use of various language domains. The use of language by tour guides in National Park of Bantimurung Bulusaraung, Maros Regency, which is a Bugis-Makassar ethnic community, now used not only the regional language domain, Indonesian language, but also the Makassar Malay language (MML) domain and the foreign language (FL) domain. The use of this language is not only influenced by linguistic aspects but also influenced by non-linguistic aspects such as participant factors, speech situations, speech topics, the speaker's socio-cultural background and speech partners. This article described the forms and variations of language that arise from language contact by guides and tourists. The research method used is a qualitative method with anthropological linguistic approach. Data collection was done by recording and semi-structured interviews with several informants. From the research results found three language choices including single language variation (SLV), language code switching (CS), and code mixing (CM). There were three uses of SL variations, namely Bugis Language (BL), Makassar Malay (MML) and Indonesian Language (I.L) formal varieties. The used of CS from both Bugis to Makassar language (ML) was also found in local tourists (Bugis speakers or Makassar speakers), CS from regional languages (RL) to MML also occurs in interactions between speakers and tourists or speech partners who are not Bugis-Makassar speakers but were the speaker of other regional languages in South Sulawesi. The used of CS from MML to Indonesian language had a formal variety of interactions with domestic tourists. Variations in English Makassar Malay Language as both CS and CM were found in interactions with foreign tourists.
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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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Tellier, Marion, Gale Stam, and Alain Ghio. "Handling language." Gesture 20, no. 1 (November 22, 2021): 30–62. http://dx.doi.org/10.1075/gest.19031.tel.
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Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.
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Kupisch, Tanja, Dagmar Barton, Katja Hailer, Ewgenia Klaschik, Ilse Stangen, Tatjana Lein, and Joost van de Weijer. "Foreign Accent in Adult Simultaneous Bilinguals." Heritage Language Journal 11, no. 2 (August 30, 2014): 123–50. http://dx.doi.org/10.46538/hlj.11.2.2.
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The study reported in this paper examines foreign accent (FA) in adult simultaneous bilinguals (2L1ers). Specifically, we investigate how accent is affected if a first language is acquired as a minority (heritage) language as compared to a majority (dominant) language. We compare the perceived FA in both languages of 38 adult 2L1ers (German-French and German-Italian) to that of monolingual native speakers (L1ers) and late second language learners (L2ers). Naturalistic speech samples are judged by 84 native speakers of the respective languages. Results indicate that the majority language is always spoken without an FA, while results for the heritage language fall between those of L1 and L2 speakers. For the heritage language, we further show that a native accent correlates with length of residence in the heritage country during childhood but not during adulthood. Furthermore, raters have comparatively more difficulties when judging the accent of a heritage speaker. The results of this study add to our current understanding of what factors shape the phonology of a heritage language system in adulthood.
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Bent, Tessa, and Rachael Frush Holt. "Shhh… I Need Quiet! Children’s Understanding of American, British, and Japanese-accented English Speakers." Language and Speech 61, no. 4 (February 5, 2018): 657–73. http://dx.doi.org/10.1177/0023830918754598.
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Children’s ability to understand speakers with a wide range of dialects and accents is essential for efficient language development and communication in a global society. Here, the impact of regional dialect and foreign-accent variability on children’s speech understanding was evaluated in both quiet and noisy conditions. Five- to seven-year-old children ( n = 90) and adults ( n = 96) repeated sentences produced by three speakers with different accents—American English, British English, and Japanese-accented English—in quiet or noisy conditions. Adults had no difficulty understanding any speaker in quiet conditions. Their performance declined for the nonnative speaker with a moderate amount of noise; their performance only substantially declined for the British English speaker (i.e., below 93% correct) when their understanding of the American English speaker was also impeded. In contrast, although children showed accurate word recognition for the American and British English speakers in quiet conditions, they had difficulty understanding the nonnative speaker even under ideal listening conditions. With a moderate amount of noise, their perception of British English speech declined substantially and their ability to understand the nonnative speaker was particularly poor. These results suggest that although school-aged children can understand unfamiliar native dialects under ideal listening conditions, their ability to recognize words in these dialects may be highly susceptible to the influence of environmental degradation. Fully adult-like word identification for speakers with unfamiliar accents and dialects may exhibit a protracted developmental trajectory.
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Widia, Ida, S. Syihabuddin, Vismaia S. Damaianti, and Yeti Mulyati. "THE MODEL OF BIPA LISTENING EVALUATION AND ITS IMPLICATIONS FOR THE DESIGN OF LISTENING EVALUATION." International Journal of Education 15, no. 1 (May 23, 2022): 28–37. http://dx.doi.org/10.17509/ije.v15i1.46154.
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In this paper, an analysis of the results of the evaluation of Indonesian language proficiency for foreign speakers is presented. The development of a standardized Indonesian language for foreign speakers (Bahasa Indonesia bagi Penutur Asing - BIPA) evaluation tool is currently considered very important. Currently, the existing evaluation tools are still made partially depending on the needs of institutions that provide the Indonesian language program for foreign speakers (BIPA). In addition, this need is also driven by the need for foreign speakers to measure their proficiency in Indonesian. Although there is an Indonesian Language Proficiency Test (UKBI) as an evaluation tool in Indonesia, UKBI is considered not in accordance with the needs of measuring the Indonesian language proficiency of foreign speakers because UKBI is still used to measure the Indonesian language skills of native speakers. This has become one of the problems in the field of evaluation of the Indonesian language, especially BIPA. The language evaluation tool used to measure a person’s foreign language proficiency always begins with a listening proficiency test. Listening is considered the gateway to other language proficiency. The solution to this problem is to analyze listening evaluation tools in foreign languages that are used continuously and continuously, such as the Test of English for International Communication (TOIEC), the Japanese-Language Proficiency Test (JLPT), and Diplôme d'études en langue française (DELF), which represents three continents; American, Asian, and European spoken by Indonesian speakers. This study used a descriptive method to solve this research problem. The results of this study describe the profile of the listening proficiency evaluation tool in foreign and Indonesian languages in three ways: 1) speakers (speaker stimulus presenter), 2) content, and 3) audio. Furthermore, the results of this analysis can also be used as the basis for developing the BIPA listening competency evaluation model.
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MUNRO, MILES, and VIRGINIA MANN. "Age of immersion as a predictor of foreign accent." Applied Psycholinguistics 26, no. 3 (July 2005): 311–41. http://dx.doi.org/10.1017/s0142716405050198.
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This study examines the relationship between age of immersion (AOI) and the degree of perceived accent (DPA) that raters who speak native English perceive in the speech of Mandarin speakers who learned English as a second language. AOI and speech samples of variable length and linguistic context (single words, sentences, short paragraph, and self-generated picture narration) were collected from the target group (n=32, AOI=3–16) and from native speaker controls. A moderately trained native speaker panel of college students then rated the samples on how “native” they sounded using a continuous scale. Rating was broken over three separate sessions to relieve fatigue, and a reliability measure was administered at the onset and termination of each session to ensure consistency. Reliable performance was demonstrated both across judges and across sessions and indicated no single AOI demarcated a “critical period.” Instead, DPA was found to deviate from native in a highly linear manner with AOI, as did speakers' tendencies to noticeably deflect from this line. These deviations began at an AOI of about 5, although some speakers bottomed out with an AOI as early as 7, whereas nearly native ratings were given to others whose AOI was greater than 5. Females were rated as more native and variably accented than males. Ratings of native decreased with sampling length but increased with extemporization, the effect of AOI on DPA being similar for all sampling types.
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Kang, Sinuk, and Yoonjae Nam. "Effect of Audiovisual Translation Mode on Perceived Truthfulness of Stories on Video." Social Behavior and Personality: an international journal 43, no. 1 (February 7, 2015): 137–44. http://dx.doi.org/10.2224/sbp.2015.43.1.137.
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We examined an audience's perception of the truthfulness of foreign-language speakers across various audiovisual translation modes. We randomly assigned 89 participants to 1 of 3 conditions: (a) English voiceover of Korean speech, (b) English subtitles over Korean speech, and (c) English speech only. Korean speakers in the English subtitle and voiceover conditions were judged as more truthful than Korean speakers in the English-speech condition. In addition, the multiple significant positive correlations among personality traits and truthfulness suggest that an audience judging translation modes may consider personality traits and recreate impressions of the speaker.
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Foucart, Alice, and Robert J. Hartsuiker. "Are foreign-accented speakers that ‘incredible’? The impact of the speaker's indexical properties on sentence processing." Neuropsychologia 158 (July 2021): 107902. http://dx.doi.org/10.1016/j.neuropsychologia.2021.107902.
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Petrochuk, N. O. "Perception of the English speech of Ukrainians by non-native speakers." MESSENGER of Kyiv National Linguistic University. Series Philology 25, no. 2 (March 14, 2023): 81–93. http://dx.doi.org/10.32589/2311-0821.2.2022.274930.
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The article presents the results of the research on the English speech of Ukrainians and its perception by non-native speakers of English. The focus is on the phenomenon of the foreign accented speech and the claim that due to interference of two or more language systems in the consciousness of the speaker, the speech, which is produced and is the result of long-term mastering of the foreign language, is imbued with a foreign accent. A foreign accent is a language learner’s speech characteristic. It has certain features on segmental and suprasegmental levels which distinguish it from the speech of the native speaker, marking its owner as a ‘foreigner’. These features are studied in order to improve further learning of the language and help learners to avoid potential mistakes that impede their communication and forge a negative image in the eye of a listener. To study the perception of foreign speech three main dimensions are singled out: degree of foreign accent, or degree of accentedness, speech comprehensibility and speech intelligibility. The degree of accentedness measures the level of the foreign accent of the speaker by the listener, which ranges from a slight accent to a strong accent. Comprehensibility measures whether the message is understood as a whole, whereas intelligibility is responsible for the recognition of specific words or phrases. Following these criteria, the speech of ten Ukrainians is analyzed by 47 non-native speakers of English. It is concluded that the lower the rate of an accent is, the higher the comprehensibility of the message gets. Although some instances of a strong accent and high comprehensibility are encountered too.
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Muhammad Aldhi Bagustha Utama, Bahrul Ulum, and Winarsih. "STUDENTS’ RESPONSE TOWARDS THE IMPLEMENTATION OF FOREIGN INSTRUCTOR PROGRAMME IN HELPING WITH STUDENT’S SPEAKING SKILL." JOSAR (Journal of Students Academic Research) 9, no. 1 (April 4, 2023): 111–16. http://dx.doi.org/10.35457/josar.v9i1.2766.
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The purpose of this study is to describe students’ response on how effective it is in hiring professional native English speakers in helping new learners to master their speaking skill. Foreign instructors can not only help in improving the speaking skill of the beginners, but they can also help to modify the optimal learning environment that can familiarise the beginners in the learning activities they are doing. Foreign professionals who are proposed to educate beginners must master teaching skill and be good at using 21st century technology. In this research paper, the experimental method is used to study this experiment. The main purpose is to find out if hiring native English speakers is very effective in helping beginners to master their speaking skills. The results found show that hiring a professional native English speaker is very effective in helping beginners in mastering speaking skills because in addition to the knowledge gained, speaking with a native English speaker directly helps beginners in speaking English.
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Rosenhouse, Judith. "Native Speakers Pronunciation of Foreign Names." Babel. Revue internationale de la traduction / International Journal of Translation 46, no. 3 (December 31, 2000): 245–59. http://dx.doi.org/10.1075/babel.46.3.05ros.
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Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.
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Franks, Suzanne, and Rommel Barbosa. "The importance of word-final vowel duration for non-native portuguese speaker identification by means of Support Vector Machines." Revista Brasileira de Linguística Aplicada 14, no. 3 (September 2014): 689–714. http://dx.doi.org/10.1590/s1984-63982014000300009.
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This article studies the acoustic characteristics of some oral vowels in tonic syllables of Brazilian Portuguese (BP) and which acoustic features are important for classifying native versus non-native speakers of BP. We recorded native and non-native speakers of BP for the purpose of the acoustic analysis of the vowels [a], [i], and [u] in tonic syllables. We analyzed the acoustic parameters of each segment using the Support Vector Machines algorithm to identify to which group, native or non-native, a new speaker belongs. When all of the variables were considered, a precision of 91% was obtained. The two most important acoustic cues to determine if a speaker is native or non-native were the durations of [i] and [u] in a word-final position. These findings can contribute to BP speaker identification as well as to the teaching of the pronunciation of Portuguese as a foreign language.
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Andarab, Mehdi Solhi. "Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks." Studies in English Language Teaching 3, no. 4 (October 29, 2015): 294. http://dx.doi.org/10.22158/selt.v3n4p294.
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<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>
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KOENIG, MELISSA, and AMANDA L. WOODWARD. "Toddlers learn words in a foreign language: the role of native vocabulary knowledge." Journal of Child Language 39, no. 2 (July 21, 2011): 322–37. http://dx.doi.org/10.1017/s0305000911000067.
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ABSTRACTThe current study examined monolingual English-speaking toddlers' (N=50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.
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Azhar, Faisal. "Persepsi dan Produksi Tuturan Bahasa Indonesia Bagi Penutur Asing oleh Penutur Jati Bahasa Inggris." Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) 2, no. 2 (December 15, 2020): 48. http://dx.doi.org/10.26499/jbipa.v2i2.2847.
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Speakers of two or more languages or known as multilinguist who could produce speech yet differently from their perception. A language which used outside their social context generally known as foreign language. The Ministry of Education and Culture of the Republic of Indonesia has since 2017 held a program titled Apresiasi PemenangLomba Berpidato dan Bercerita (APLBB BIPA) which awardees are from around the globe. In 2019, the awardees were the winner of speech and story-telling competition in Indonesian Embassies and Consulates from twenty-one countries, including the L1 English-speaker from Australia, and the United States of America. L2 speakers often produce different speech than they have perceived, in this case, with the awardees of APLBB BIPA L1 English-speakers. Based on perception and speech production analysis, it is found that phonological variables such as vocals, consonants, and sound-added vocals produced by L1 English-speaker awardees appeared. This means that they perceived the sounds differently from their speech productions
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Moran, Jerome. "Standard And Non-Standard Latin." Journal of Classics Teaching 19, no. 37 (2018): 58–63. http://dx.doi.org/10.1017/s2058631018000090.
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Readers would do well to keep in mind at all times the following distinctions when reading this article: standard/classical and non-standard; native and non-native speaker; literate and illiterate. I use ‘second’ and ‘foreign’ interchangeably of a language, as any distinction that may be made is not relevant in the context of a world in which there were no nation-states (or notions of political correctness). If I were to prefer one to the other it would be ‘foreign’: native speakers of Latin regarded everyone else but Greek-speakers as foreigners, or, as they called them, barbari. The foreigners came to have a higher regard for Latin than the native speakers of Latin had for their languages; but unlike the British in more recent times the latter never sought to impose their language on the former, nor even to encourage its adoption by them.
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Begus, Katarina, Teodora Gliga, and Victoria Southgate. "Infants’ preferences for native speakers are associated with an expectation of information." Proceedings of the National Academy of Sciences 113, no. 44 (October 17, 2016): 12397–402. http://dx.doi.org/10.1073/pnas.1603261113.
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Humans’ preference for others who share our group membership is well documented, and this heightened valuation of in-group members seems to be rooted in early development. Before 12 mo of age, infants already show behavioral preferences for others who evidence cues to same-group membership such as race or native language, yet the function of this selectivity remains unclear. We examine one of these social biases, the preference for native speakers, and propose that this preference may result from infants’ motivation to obtain information and the expectation that interactions with native speakers will provide better opportunities for learning. To investigate this hypothesis, we measured EEG theta activity, a neural rhythm shown to index active and selective preparation for encoding information in adults. In study 1, we established that 11-mo-old infants exhibit an increase in theta activation in situations when they can expect to receive information. We then used this neural measure of anticipatory theta activity to explore the expectations of 11-mo-olds when facing social partners who either speak the infants’ native language or a foreign tongue (study 2). A larger increase in theta oscillations was observed when infants could expect to receive information from the native speaker, indicating that infants were preparing to learn information from the native speaker to a greater extent than from the foreign speaker. While previous research has demonstrated that infants prefer to interact with knowledgeable others, the current experiments provide evidence that such an information-seeking motive may also underpin infants’ demonstrated preference for native speakers.
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Simon, Ellen, Chloé Lybaert, and Koen Plevoets. "Social attitudes, intelligibility and comprehensibility: The role of the listener in the perception of non-native speech." Vigo International Journal of Applied Linguistics, no. 19 (January 21, 2022): 177–222. http://dx.doi.org/10.35869/vial.v0i19.3763.
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This study investigates the role of the listener in the perception of non-native speakers and their speech. Our goal is to examine the impact of listener characteristics on their attitudes towards non-native speakers and their speech. In addition, we aim to explore the relationship between listeners’ attitudes and the intelligibility, comprehensibility and perceived foreign accentedness of non-native speech. 126 participants living in Flanders, Belgium, completed a questionnaire probing their attitudes towards non-native speakers of Dutch. An analysis of background variables of these listeners revealed that their age, educational level, extent of contact with non-native speakers and especially political preference could predict their responses to questionnaire items. In a subsequent session, participants performed (a) a speaker/speech evaluation task, (b) a transcription task measuring intelligibility, and (c) a comprehensibility and accentedness rating task. This latter session required participants to transcribe and evaluate speech samples of Dutch produced by speakers of Mandarin Chinese. We found a significant correlation between comprehensibility and accentedness and a number of attitudinal dimensions, such as the perceived status of, and solidarity with, the speaker. The study has implications for language testing, as it demonstrates the impact of listeners’ social attitudes on the assessment of non-native speech.
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Hanulíková, Adriana, Petra M. van Alphen, Merel M. van Goch, and Andrea Weber. "When One Person's Mistake Is Another's Standard Usage: The Effect of Foreign Accent on Syntactic Processing." Journal of Cognitive Neuroscience 24, no. 4 (April 2012): 878–87. http://dx.doi.org/10.1162/jocn_a_00103.
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How do native listeners process grammatical errors that are frequent in non-native speech? We investigated whether the neural correlates of syntactic processing are modulated by speaker identity. ERPs to gender agreement errors in sentences spoken by a native speaker were compared with the same errors spoken by a non-native speaker. In line with previous research, gender violations in native speech resulted in a P600 effect (larger P600 for violations in comparison with correct sentences), but when the same violations were produced by the non-native speaker with a foreign accent, no P600 effect was observed. Control sentences with semantic violations elicited comparable N400 effects for both the native and the non-native speaker, confirming no general integration problem in foreign-accented speech. The results demonstrate that the P600 is modulated by speaker identity, extending our knowledge about the role of speaker's characteristics on neural correlates of speech processing.
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Pantos, Andrew J. "Defining the cognitive mechanisms underlying reactions to foreign accented speech." Review of Cognitive Linguistics 10, no. 2 (December 7, 2012): 427–53. http://dx.doi.org/10.1075/rcl.10.2.08pan.
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With the notable exception of the application of the metonymy model to explain stereotyping (Kristiansen, 2001), sociolinguistic language attitudes research has typically focused exclusively on explicit attitudes toward foreign accents without providing a cognitive model to explain how such attitudes are formed. At the same time, researchers in other fields have proposed the use of specific cognitive processing models such as the Elaboration Likelihood Model (Petty & Cacioppo, 1986) to explain the cognitive processes underlying reactions to foreign-accented speakers, without isolating foreign accent as an independent variable and without considering that listeners may possess different explicit and implicit attitudes towards the same speaker (e.g., Frumkin, 2007). Focusing on instances where participants exhibit different explicit attitudes toward the same foreign-accented speaker for different speaker traits (e.g., likeability versus knowledge), the present study seeks to provide a deeper understanding of the nature of reactions to foreign accented speech by testing at which point negative attitudes toward foreign accents are formed and changed. Specifically, this research asks whether interlocutors have uniformly negative immediate associative reactions to foreign accent that are subsequently mitigated for certain judgments by propositional processes to form differing explicit attitudes, or whether the immediate reactions are ambivalent, but subsequently become negative for certain judgments through propositional processes.
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Skarnitzl, Radek, and Pavel Šturm. "Voicing Assimilation in Czech and Slovak Speakers of English: Interactions of Segmental Context, Language and Strength of Foreign Accent." Language and Speech 60, no. 3 (July 8, 2016): 427–53. http://dx.doi.org/10.1177/0023830916654509.
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This study focuses on voicing assimilation across word boundaries in the speech of second language (L2) users. We compare native speakers of British English to speakers of two West Slavic languages, Czech and Slovak, which, despite their many similarities, differ with respect to voicing assimilation rules. Word-final voicing was analysed in 30 speakers, using the static value of voicing percentage and the voicing profile method. The results of linear mixed-effects modelling suggest an effect of first language (L1) transfer in all L2 English speaker groups, with the tendency to assimilate being correlated with the strength of foreign accent. Importantly, the two language groups differed in assimilation strategies before sonorant consonants, as a clear effect of L1-based phonetic influence.
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Au, Terry Kit-fong, Annie Fong-pui Kwok, Lester Chun-pong Tong, Liao Cheng, Hannah Man-yan Tse, and Sun-Ah Jun. "The Social Costs in Communication Hiccups Between Native and Nonnative Speakers." Journal of Cross-Cultural Psychology 48, no. 3 (January 10, 2017): 369–83. http://dx.doi.org/10.1177/0022022116687852.
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It is well-established that native speakers perceive nonnative speakers with strong foreign accents, compared with those with a more nativelike accent, as less intelligent and competent, less ambitious and dependable as coworkers, and less comfortable around native speakers. But little is known about how nonnative speakers themselves are affected when communication hiccups—often due to incorrect or accented pronunciations—occur in their conversations with native speakers. In this experiment, mispronunciations of an English word were elicited from native Chinese speakers in phone conversations via the Internet with an American English speaker, who then either asked for clarification of the word or showed no confusion about the word but asked about something else. Chinese speakers’ reactions were measured using a combination of self-reports, facial affective coding, and skin-conductance responses. When the American asked for clarification—compared with when he did not—Chinese speakers were left feeling more anxious, embarrassed, and unsure of their English abilities, as well as feeling less positive about the American, finding him less attractive socially and their conversation with him less enjoyable.
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Li, Ying. "English and Thai Speakers’ Perception of Mandarin Tones." English Language Teaching 9, no. 1 (December 9, 2015): 122. http://dx.doi.org/10.5539/elt.v9n1p122.
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<p>Language learners’ language experience is predicted to display a significant effect on their accurate perception of foreign language sounds (Flege, 1995). At the superasegmental level, there is still a debate regarding whether tone language speakers are better able to perceive foreign lexical tones than non-tone language speakers (i.e Lee et al., 1996; Burnham & Brooker, 2002). The current study aimed to shed some light on this issue. Specifically, 24 adult Thai and 21 adult English speakers, who had no knowledge on Mandarin prior to participation in the study, were recruited. The participants’ accuracy in the perception of 4 Mandarin tones (T1, T2, T3, T4) was individually examined using an identification test. 288 stimuli of /ti/, /ta/, /tu/, /tʂhi/, /tʂha/, and /tʂhu/ produced in 4 Mandarin tones were prepared. The stimuli were embedded in a carrier sentence, and were produced by a female and a male native Mandarin speaker. According to the results, (1) none of the participants achieved 100% accuracy in any of the perception tests; (2) in the perception of Mandarin T1 and T4, the Thai speakers significantly outperformed the English speakers; (3) the Thai speakers and the English speakers displayed very similar degrees of difficulty in the perception of Mandarin T2 and T3; (4) the Thai participants’ most serious confusion was in the discrimination of T2-T3, whereas the English participants showed significant confusion in the identification of T1-T2 and T2-T3. The findings suggest that tone language speakers may benefit more from their L1 in the perception of foreign lexical tones than did the non-tone language speakers. However, the degree of the beneficial effect identified was limited.</p>
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Goatley-Soan, Sean, and John R. Baldwin. "Words Apart: A Study of Attitudes Toward Varieties of South African English Accents in a United States Employment Scenario." Journal of Language and Social Psychology 37, no. 6 (September 18, 2018): 692–705. http://dx.doi.org/10.1177/0261927x18800129.
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This study investigates Americans’ attitudes toward the four major accents of South African English (SAfE) and several of their subvarieties in a hypothetical U.S. employment scenario. Participants perceived that SAfE accents possess positive language personality traits in comparison with standard American English; however, respondents identify SAfE speakers as foreign and perceive specific SAfE-accented varieties to be superior and more dynamic (e.g., General/Cultivated White SAfE and Indian SAfE) in relation to other SAfE-accented speakers (e.g., Mesolect Black SAfE and Cape Flats SAfE), even when they do not correctly identify the speaker’s country of origin.
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RODRIGUEZ-CUADRADO, SARA, CRISTINA BAUS, and ALBERT COSTA. "Foreigner talk through word reduction in native/non-native spoken interactions." Bilingualism: Language and Cognition 21, no. 2 (October 11, 2017): 419–26. http://dx.doi.org/10.1017/s1366728917000402.
Full textAbstract:
We explore the properties of foreigner talk through word reduction. Word reduction signals that the speaker is referring to the same entity as previously and should be preserved for foreigner talk. However, it leads to intelligibility loss, which works against foreigner talk. Pairs of speakers engaged in a task where native speakers talked either to a native or non-native listener. Natives talking to non-natives performed foreigner talk for duration and intensity. Duration and intensity were reduced for native and non-native listeners equally. These results suggest that word reduction is insensitive to communicative adjustments in the context of foreign talk.
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Kondo, Mariko, and Rubén Pérez-Ramón. "Perception of Japanese accented English segments in words." Journal of Second Language Studies 6, no. 2 (December 31, 2023): 210–37. http://dx.doi.org/10.1075/jsls.22017.kon.
Full textAbstract:
Abstract We studied the perception of segmental boundaries in native English and Japanese accents in terms of foreign accentedness, intelligibility and discrimination accuracy. Five American English vowels /ɪ, æ, ɑ, ə, ɝ/ and seven consonants /r, l, v, θ, f, t, k/ were extracted from English and Japanese words produced by an American English-Japanese bilingual speaker, and manipulated, with the acoustic properties shifting gradually from 100% Japanese to 100% American English using segmental foreign accent and gradation techniques. Perception tests were conducted online with native American English speakers, and groups of Japanese speakers with either low or high English proficiency. All three groups showed a negative correlation between the degree of foreign accent and intelligibility. Also, there was a greater reduction in intelligibility due to acoustic deviation from the native norm in consonants than in vowels. The results suggest that more standard-like accent does not necessarily improve intelligibility, thus highlighting the importance of FA research in terms of segmental accuracy.
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Ghafar, Zanyar Nathir, Doina Popescu, and Mustafa Kurt. "The Pronunciation Problems among Kurdish Learners of English." European Journal of Theoretical and Applied Sciences 1, no. 1 (February 28, 2023): 29–39. http://dx.doi.org/10.59324/ejtas.2023.1(1).04.
Full textAbstract:
The goal of this study was to examine the pronunciation issues of different speakers of English and especially Kurdish speakers, and various perspectives on native vs foreign pronunciations. The research showed that Kurdish speakers had difficulties pronouncing several English vowels and some English consonants. The research results demonstrate that Kurdish English speakers understand the value of pronunciation compared to native and non-native English speakers. Kurdish speakers may hesitate to speak in a manner that seems natural to a native speaker, and their last consonants in words are almost always unaspirated and unvoiced. Given that Kurdish learners of English have difficulty pronouncing some English words, some suggested solutions include providing pronunciation instruction classes to language instructors, having educators speak in English, and giving students examples of native tongue sounds compared and contrasted with the target language sounds. With minimal exposure to cooperation with native speakers and variations in L1's phonological organization compared to English, the difficulty posed by pronunciation is evident. All the updated studies clearly show that these issues affect English speakers in general and rely less and less on their original tongue.