Relevant bibliographies by topics / Non-English language speakers

Academic literature on the topic 'Non-English language speakers'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Non-English language speakers"

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Li, Pengcheng. "An Artificial Intelligence Conversational Chatbot Developed for Non-Native English Speakers." Highlights in Science, Engineering and Technology 1 (June 14, 2022): 97–100. http://dx.doi.org/10.54097/hset.v1i.433.

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As common knowledge would dictate, the best way to learn a language is to talk with native speakers of said language. However, it may not be the easiest for non-fluent, non-native speakers of languages such as English to find native English speakers to converse with. This paper proposes a conversational chatbot that would help non-native speakers to converse with artificial intelligence with equal, if not greater, fluency compared with a native English speaker.
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Jabber, Khalid Wahaab, and Aymen Adil Mahmood. "Non-verbal Communication between Two Non-native English Speakers: Iraqi and Chinese." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 189. http://dx.doi.org/10.17507/tpls.1002.06.

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This study investigates non-verbal communications used by an Iraqi speaker to transfer meaning to a Chinese speaker and vice versa. Different situations, from Chinese environment, have been chosen and analyzed according to the body language movements. The study found out that although the two languages, Iraqi Arabic and Chinese, are differentiated in verbal languages; the two speakers can communicate and understand each other nonverbally. It is also evidence that non-verbal communication between the Iraqi and Chinese speakers is somewhat similar in spite of their two differentiated cultures, they could understand each other’s facial expression, gestures, proxemics, haptics, and Tactile.
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Othman, K., and A. I. Ismail. "Islamic English in Islamic Talks." MATEC Web of Conferences 150 (2018): 05081. http://dx.doi.org/10.1051/matecconf/201815005081.

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The international nature of the English language has affected many communities across the globe and this has led to the emergence of varieties of English, specifically to meet the needs of non-native speakers of English. For Muslim speakers, Islamic English has been proposed which aims to maintain Arabic terms in the English language when there is an absence of equivalent English words. An attempt to translate would lead to distortion in meanings. This paper aims to highlight the presence of Islamic English employed by a prominent international Islamic speaker. Content analysis method is employed. The findings indicate the functions of Islamic English in the speaker’s talks are to provide the accurate meaning of the terms, correct misconceptions and lack of equivalent word in the English language, hence the need for Islamic English for Muslim speakers of English.
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Cahyanti, Ade Dwi, Rudi Hartono, and Dwi Anggani Linggar Bharati. "Comparing the Language Style Used by Native and Non-native English Speakers in The Ellen Show." English Education Journal 11, no. 4 (December 23, 2021): 579–88. http://dx.doi.org/10.15294/eej.v11i1.50290.

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As the user of communication especially in English, the speaker has to consider the interlocutor’s position in order to achieve good communication. Here, the speakers which include native and non-native English speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. The purposes of this research were to analyze the use of language style of those speakers in The Ellen Show. Also, it focused on the differences and the similarities between those speakers. Last, it focused on the factors influencing the use of language style. The research used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The Ellen Show is a talk show program with a casual discussion that talks about a particular topic or issue which consists of a host, the guest(s) being interviewed, the home audience, and the studio audience from which the host might get some responses from.The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers. The speaker has to consider the interlocutor’s position in order to achieve good communication. Here, the speakers which include native and non-native English speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. The purposes of this research were to analyze the use of language style of those speakers in The Ellen Show. Also, it focused on the differences and the similarities between those speakers. Last, it focused on the factors influencing the use of language style. The research used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers.
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Fang, Fan (Gabriel). "Native-speakerism revisited: Global Englishes, ELT and intercultural communication." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 115–29. http://dx.doi.org/10.25170/ijelt.v13i2.1453.

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The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.
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HOFF, Erika, Cynthia CORE, and Katherine F. SHANKS. "The quality of child-directed speech depends on the speaker's language proficiency." Journal of Child Language 47, no. 1 (July 12, 2019): 132–45. http://dx.doi.org/10.1017/s030500091900028x.

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AbstractMany children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as ‘good’, and eight described their English proficiency as ‘limited’. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency.
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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Leonard, Josie. "Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English." Applied Linguistics Review 10, no. 4 (November 26, 2019): 677–703. http://dx.doi.org/10.1515/applirev-2017-0033.

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AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.
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Dr. Uzma Imtiaz, Dr. Aisha Jadoon, and Ali Naqi. "Language Attitude of Pakistani Under-Graduate Students towards Non-Native Speakers." sjesr 3, no. 2 (June 25, 2020): 16–24. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(16-24).

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English used by native English speakers was being followed as a standard token of usage for non-native English speakers for a longer time. However, with the spread of knowledge and technology, the English language across the world has provoked a much-heated debate about these norms whether they should be followed by the non-native English speaker or not. The present paper explores the response of Pakistani undergraduate university students about the effectiveness of the non-native English model of communication by using Kachru’s monocentric model which refutes the standard model of English language to focus more on conventional norms together with native politico-cultural needs. For this purpose, this study used a close-ended questionnaire that asked the non-native English speakers responses to the audio of three different English speeches Different varieties of spoken English existing across the Pakistani society point towards the strong influence of culture over language. This research concludes that the English language has now got the status of pluricentricity based on micro-level variation, so it is impossible to rely on a single communication model for language users considering their diversity.
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Orakbayevna, Kaipbergenova Dilbar, MirzakulovIlxom Normuminovich, and Maxmudova Zulfiya Muxiddinovna. "English language teaching methodology for non-native speakers." Linguistics and Culture Review 5, S3 (December 15, 2021): 1721–25. http://dx.doi.org/10.21744/lingcure.v5ns3.1991.

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Main aim of the study was focused on the non-native English speakers and the difficulties they face while learning English as a second language (ESL) and the part of teachers. It is generally felt that the English language plays a vital role in the job market so it is mandatory to learn the language. when the students enroll for the courses to develop the language most of the time, they do not succeed because of various reasons like affecting teaching, lack of motivation, lack of practice sessions, poor training modules, etc. The method of relying on physical actions (Total physical response - TPR)developed by psychologist Jit is based on structural linguistics, behaviorism, and the humanistic direction in teaching, as well as on the position of psychology on the coordination of speech and physical actions that accompany it. The method develops the ideas of the natural method. Its essence lies in the fact that when teaching a foreign language, it is necessary to simulate the process of mastering children's native language, which is assimilated in parallel with the performance of appropriate physical actions. The perception of structures is facilitated if it is accompanied by actions performed by the teacher and students.
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Dissertations / Theses on the topic "Non-English language speakers"

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McGuire, Michael Larson-Hall Jenifer. "Formulaic sequences in English conversation improving spoken fluency in non-native speakers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11024.

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Cheng, Leung Wai-lin Winnie. "Intercultural communication between native and non-native speakers of English /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873287.

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Hantrakul, Chanpen Steffensen Margaret S. "English tense and aspect usage in controlled written discourse by non-native speakers." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.
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Stein, Marcela. "The academic writing experience of non-native speakers of English /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Cheng, Winnie, and 鄭梁慧蓮. "Intercultural communication between native and non-native speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29711629.

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Arden-Close, Christopher. "The language of chemistry lectures to non-native speakers of English." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256367.

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Nymeyer, Kayla Marie. "Parameters that Affect the Comfort Levels of Native English Speakers Communicating with Non-Native English Speakers." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5770.

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This study explores how native English speakers (NESs) are affected by the backgrounds of non-native English speakers (NNESs) when it comes to being comfortable interacting with then in English. Speech samples of 12 NNESs were gathered from the Level Achievement Tests conducted at Brigham Young University's English Language Center. There were six speakers who spoke Spanish as their first language (L1) and six speakers who spoke Chinese as their L1. In each L1 group, there were two Low proficiency speakers, two Mid proficiency speakers, and two High proficiency speakers. The speech samples were included in a Qualtrics survey which was completed by 122 American NES participants. The NES participants listened to each speech sample and rated their comfort level interacting with each NNES speaker in six different communication situations categorized as either formal or casual. The results were statistically analyzed in order to determine the effect of proficiency level, L1, and communication situation on NES comfort levels in NNES interactions. High proficiency speakers were rated significantly higher than Mid proficiency speakers which were in turn rated higher than Low proficiency speakers. Spanish L1 speakers were rated higher than Chinese L1 speakers. The more casual communication situations were ranked higher than the more formal communication situations. A statistical analysis of the interaction between proficiency level and L1 revealed that Spanish L1 speakers were strongly preferred at higher proficiency levels but Chinese L1 speakers were preferred at lower proficiency levels. These results suggest that Spanish L1 speakers have a greater need to be higher than Low proficiency while Chinese L1 speakers have a greater need to achieve High proficiency. NNESs who anticipate being in formal situations should also aim for High proficiency.
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Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.

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This study is a partial replication of Davison & Lutz's (1984) experiment. It was designed to test if L1 word order and English proficiency are involved in non-native speakers' sentence processing. This study concentrates on the roles of syntax and pragmatics/semantics in sentence processing. By comparing two corresponding syntactic structures with similar meanings but different forms in context, we can detect the different degrees of the salient property of a certain NP. The perception of the salient NP is related to the definition of the sentence topic, which functions as the link between the sentence and the discourse. The salient NP can be identified by applying our linguistic knowledge, syntactic rules, and our real world knowledge, pragmatic principles,. The choice of syntactic structure is conditioned heavily by pragmatic principles. It is believed that response times correspond to the degrees of salience.Sixty international students participated in the experiment. Stimulus sentences were presented with a computer program and response times were recorded in seconds by the computer automatically. A cloze test was given for the measuring of English proficiency.The data collected were analyzed with SPSS-X. The MANOVA was carried out to compare the differences between VO/OV language types, target sentences (transformed and untransformed ones), five types of syntactic constructions, and the interactions ofword order by target sentences, target sentences by syntactic constructions, and L1 word order by target sentences by syntactic constructions. The response times for English proficiency were used as a post hoc variable. Significance was set at .05.The results revealed that there was a significant difference across five syntactic constructions (p < .05). The other tests were not significant. Two important limitations on this study are problems arising out of randomization parameters in the experiment, and the lack of lower level English proficiency subjects.
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McGuire, Michael. "Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11024/.

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Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of task-based instruction and found substantial progress in oral fluency only for the experimental group. Differences between pretest and posttest oral fluency were examined by looking at the learners' speech rate and their mean length of run. Subjective evaluation of fluency by 16 native English judges confirmed the calculated measures.
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Sacak, Begum Sacak. "Hypertext Reading Strategies of Advanced Non-Native English Speakers." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1534161093520165.

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Books on the topic "Non-English language speakers"

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Modern English: Exercises for non-native speakers. 2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, 1986.

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Colloquial English: A course for non-native speakers. London: Routledge, 2004.

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Exploring ELF: Academic English shaped by non-native speakers. Cambridge [England]: Cambridge University Press, 2012.

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Jończyk, Rafał. Affect-Language Interactions in Native and Non-Native English Speakers. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3.

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Bache, Carl. Mastering English: An advanced grammar for non-native and native speakers. Berlin: Mouton de Gruyter, 1997.

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Modern English: Exercises for non-native speakers : parts I & II. Hemel Hempstead: Prentice-Hall, 1986.

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Neill, Harvey-Smith, ed. Speaking, listening and understanding: English language debate for non-native speakers. New York: International Debate Education Association, 2013.

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Porter, Patricia A. Communicating effectively in English: Oral communication for non-native speakers. Belmont, Calif: Wadsworth Pub. Co., 1985.

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Porter, Patricia A. Communicating effectively in English: Oral communication for non-native speakers. 2nd ed. Belmont, Calif: Wadsworth Pub. Co., 1992.

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George, Braine, ed. Non-native educators in English language teaching. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Book chapters on the topic "Non-English language speakers"

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Jończyk, Rafał. "Affect-Language Interactions in Nonnative Speakers." In Affect-Language Interactions in Native and Non-Native English Speakers, 75–101. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_4.

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Klimczak-Pawlak, Agata. "English as a Means of Communication by Non-native Speakers." In Second Language Learning and Teaching, 15–39. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03557-4_2.

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Holliday, Adrian. "2. English as a Lingua Franca, ‘Non-native Speakers’ and Cosmopolitan Realities." In English as an International Language, edited by Farzad Sharifian, 21–33. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231-005.

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Jończyk, Rafał. "Affect-Language Interface: A Reductionist Approach." In Affect-Language Interactions in Native and Non-Native English Speakers, 31–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_2.

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Jończyk, Rafał. "Affect-Language Interface: A Pragmatic Perspective." In Affect-Language Interactions in Native and Non-Native English Speakers, 57–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_3.

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Jończyk, Rafał. "Affective (Dis)Embodiment in Nonnative Language." In Affect-Language Interactions in Native and Non-Native English Speakers, 149–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_7.

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MacLaughlin, Dawn. "The Acquisition of the Morphosyntax of English Reflexives by Non-Native Speakers." In Morphology and its Interfaces in Second Language Knowledge, 195. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/lald.19.09mac.

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Jończyk, Rafał. "Processing of Affective Meaning in Native and Nonnative Language: Why Context Matters." In Affect-Language Interactions in Native and Non-Native English Speakers, 133–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_6.

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Jończyk, Rafał. "Affect: Theory and Research." In Affect-Language Interactions in Native and Non-Native English Speakers, 1–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_1.

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Jończyk, Rafał. "Affective Word Processing in Native and Nonnative English Speakers: A Neuropragmatic Perspective." In Affect-Language Interactions in Native and Non-Native English Speakers, 103–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47635-3_5.

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Conference papers on the topic "Non-English language speakers"

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Siao-cing, Guo, and George Y. C. Liang. "English Teachers' Perceptions toward Communicative Language Teaching: Non-native Speakers vs. Native Speakers." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31255.

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Remnev, N. V. "NATIVE LANGUAGE IDENTIFICATION FOR RUSSIAN USING ERRORS TYPES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1123-1133.

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The task of recognizing the author’s native (Native Language Identification—NLI) language based on a texts, written in a language that is non-native to the author—is the task of automatically recognizing native language (L1). The NLI task was studied in detail for the English language, and two shared tasks were conducted in 2013 and 2017, where TOEFL English essays and essay samples were used as data. There is also a small number of works where the NLI problem was solved for other languages. The NLI problem was investigated for Russian by Ladygina (2017) and Remnev (2019). This paper discusses the use of well-established approaches in the NLI Shared Task 2013 and 2017 competitions to solve the problem of recognizing the author’s native language, as well as to recognize the type of speaker—learners of Russian or Heritage Russian speakers. Native language identification task is also solved based on the types of errors specific to different languages. This study is data-driven and is possible thanks to the Russian Learner Corpus developed by the Higher School of Economics (HSE) Learner Russian Research Group on the basis of which experiments are being conducted.
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Gumbaridze, Zhuzhuna. "Attitudes toward the influx of anglicisms in the Georgian language." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-1.

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The article explores the use of English lexemes in Georgian informational-analytical electronic journals and discusses different approaches to the influx of Anglicisms. The paper highlights the fact that attention-drawing strands through intensive use of English vocabulary in journalists’ speech leads to an encounter with a number of English terms that do not fit the current standard of normative speech in Georgian. Nevertheless, the paper asserts that the influx of English lexemes in the Georgian language is predominantly caused by speakers’ desire for economy of form. Instead of providing a partial semantic or explanatory equivalent in their native language, speakers attempt to cover a complex or abstract notion by a straightforward, laconic English lexeme. The study maintains the idea that such non-native units appear to be more cognitively secure and semantically valid. They operate from the solid foundation of the source language and contribute mainly to the formation of syntagmatic units with strong predictability of a new flow of loanword integration into Georgian.
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Kyriakopoulos, Konstantinos, Mark Gales, and Kate Knill. "Automatic Characterisation of the Pronunciation of Non-native English Speakers using Phone Distance Features." In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-11.

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Fitriati, Sri Wuli, and Sri Wahyuni. "Lexical Bundles in Whatsapp Conversation between Native and Non-Native Speakers of English." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.61.

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Song, Jiwen. "Review of Chinese Tones Acquisiton by Non-tonal Language Speakers Taking English as an Example." In 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220706.065.

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Jeewantha, H. C. R., A. N. Gajasinghe, N. I. Naidabadu, T. N. Rajapaksha, D. Kasthurirathna, and A. Karunasena. "English Language Trainer for Non-Native Speakers using Audio Signal Processing, Reinforcement Learning, and Deep Learning." In 2021 21st International Conference on Advances in ICT for Emerging Regions (ICter). IEEE, 2021. http://dx.doi.org/10.1109/icter53630.2021.9774785.

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Davydova, Varvara A., and Elena A. Shamina. "EXPERIMENTAL STUDY OF THE PHONOSEMANTIC POTENTIAL OF FICTIONAL LEXIS." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.27.

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Abstract:
The article discusses the results of a psycholinguistic experiment that is part of a broader study of iconicity in fictional languages. The research is carried out in accordance with the ideas of St Petersburg School of Phonosemantics, founded by S. V. Voronin, which asserts the presence, in many cases, of both universal and specific non-conventional correspondence between the sound form and the semantics of linguistic units. Iconic words of fictional languages, selected in the course of phonosemantic analysis, were presented to the participants in their sound form. The subjects had to choose the most appropriate meaning for the sound complexes from the contrasting meanings offered in the questionnaire. These constituted designations of size, shape, sound, etc, which are characteristic of i conic language signs. The respondents were native speakers of Russian and English. The survey was conducted remotely. The analysis of the data obtained shows that the respondents react to the word-stimuli in accordance with their universal iconic properties, and the speakers of both non-closely related languages demonstrate similar reactions. In 17 out of 20 cases, they were able to choose the meaning originally conceived by the author of the fictional language. The respondents’ correct choices embrace both the designations of acoustic events and the sound-symbolic names of physiological processes and non-acoustic properties of the signified. Thus, the hypothesis about the non-random selection of sound forms for the transmission of meanings by authors of fictional languages is confirmed, and this, apparently, is determined by the universal iconic properties of linguistic systems. Refs 33.
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Tsubaki, Hajime. "Analysis of Native and Non-native Speakers' English Compositions based on Word-frequency Distribution and Text Statistics." In NLPIR 2019: 2019 the 3rd International Conference on Natural Language Processing and Information Retrieval. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3342827.3342856.

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Handayani, Andarini. "Social Network Attributes: The Implications of Working With Non-Native English Speakers for L2 Learners." In Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-11-2020.2310293.

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