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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Uzma Khalil and Amjad Saleem. "The Impact of Language Attitude on the use of Swear Words: A Sociolinguistic Study of Pashtu Non-native Speakers of English." sjesr 4, no. 2 (May 25, 2021): 251–57. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(251-257).
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Swear words make an important aspect of any language despite their taboo nature. Taking this feature of language into account, this paper investigates how the language attitude of Pashtu non-native speakers of English towards Pashtu and English languages might impact the use of swear words in these languages in different situations. Data from30 male undergraduate university students were collected through semi-structured interviews. The analysis revealed that Pashtu non-native speakers of English had a positive attitude towards English and Pashtu languages owing to instrumental and integrative motivation, respectively. Swearing in Pashtu and English was shown to be determined by the speakers’ perceptions of the degree of offensiveness of swear words in the languages, social status of the users of the language in the society, and the setting and context in which those words were used. It was concluded that the positive attitude of Pashtu non-native speakers towards English and Pashtu resulted in their swearing-in English and Pashtu for different reasons: swearing-in English was controlled by the high status of the language in the society, whereas swearing-in Pashtu was used as a marker of solidarity and covert prestige.
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Rabinovich, Ella, Yulia Tsvetkov, and Shuly Wintner. "Native Language Cognate Effects on Second Language Lexical Choice." Transactions of the Association for Computational Linguistics 6 (December 2018): 329–42. http://dx.doi.org/10.1162/tacl_a_00024.
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We present a computational analysis of cognate effects on the spontaneous linguistic productions of advanced non-native speakers. Introducing a large corpus of highly competent non-native English speakers, and using a set of carefully selected lexical items, we show that the lexical choices of non-natives are affected by cognates in their native language. This effect is so powerful that we are able to reconstruct the phylogenetic language tree of the Indo-European language family solely from the frequencies of specific lexical items in the English of authors with various native languages. We quantitatively analyze non-native lexical choice, highlighting cognate facilitation as one of the important phenomena shaping the language of non-native speakers.
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Love, Tracy, Edwin Maas, and David Swinney. "The Influence of Language Exposure on Lexical and Syntactic Language Processing." Experimental Psychology 50, no. 3 (January 2003): 204–16. http://dx.doi.org/10.1026//1617-3169.50.3.204.
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Abstract. Previous literature has argued that proficient bilingual speakers often demonstrate monolingual-equivalent structural processing of language (e.g., the processing of structural ambiguities; Frenck-Mestre, 2002 ). In this paper, we explore this thesis further via on-line examination of the processing of syntactically complex structures with three populations: those who classify as monolingual native English speaker (MNES), those who classify as non-native English speakers (NNES), and those who classify as bilingual native English speakers (BNES). On-line measures of processing of object-relative constructions demonstrated that both NNES and BNES have different patterns of performance as compared to MNES. Further, NNES and BNES speakers perform differently from one another in such processing. The study also examines the activation of lexical information in biasing contexts, and suggests that different processes are at work in the different type of bilinguals examined here. The nature of these differences and the implications for developing sensitive models of on-line language comprehension are developed and discussed.
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Lee, Yun Kyung, and Jeon Gue Park. "Multimodal Unsupervised Speech Translation for Recognizing and Evaluating Second Language Speech." Applied Sciences 11, no. 6 (March 16, 2021): 2642. http://dx.doi.org/10.3390/app11062642.
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This paper addresses an automatic proficiency evaluation and speech recognition for second language (L2) speech. The proposed method recognizes the speech uttered by the L2 speaker, measures a variety of fluency scores, and evaluates the proficiency of the speaker’s spoken English. Stress and rhythm scores are one of the important factors used to evaluate fluency in spoken English and are computed by comparing the stress patterns and the rhythm distributions to those of native speakers. In order to compute the stress and rhythm scores even when the phonemic sequence of the L2 speaker’s English sentence is different from the native speaker’s one, we align the phonemic sequences based on a dynamic time-warping approach. We also improve the performance of the speech recognition system for non-native speakers and compute fluency features more accurately by augmenting the non-native training dataset and training an acoustic model with the augmented dataset. In this work, we augment the non-native speech by converting some speech signal characteristics (style) while preserving its linguistic information. The proposed variational autoencoder (VAE)-based speech conversion network trains the conversion model by decomposing the spectral features of the speech into a speaker-invariant content factor and a speaker-specific style factor to estimate diverse and robust speech styles. Experimental results show that the proposed method effectively measures the fluency scores and generates diverse output signals. Also, in the proficiency evaluation and speech recognition tests, the proposed method improves the proficiency score performance and speech recognition accuracy for all proficiency areas compared to a method employing conventional acoustic models.
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ATHANASOPOULOS, PANOS. "Effects of the grammatical representation of number on cognition in bilinguals." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 89–96. http://dx.doi.org/10.1017/s1366728905002397.
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Research investigating the relationship between language and cognition (Lucy, 1992b) shows that speakers of languages with grammatical number marking (e.g. English) judge differences in the number of countable objects as more significant than differences in the number or amount of non-countable substances. On the other hand, speakers of languages which lack grammatical number marking (e.g. Yucatec) show no such preference. The current paper extends Lucy's (1992b) investigation, comparing monolingual English and Japanese speakers with Japanese speakers of English as a second language (L2). Like Yucatec, Japanese is a non-plural-marking language. Results show that intermediate L2 speakers behave similarly to the Japanese monolinguals while advanced L2 speakers behave similarly to the English monolinguals. The results (a) provide support for the claim that grammatical representation may influence cognition in specific ways and (b) suggest that L2 acquisition may alter cognitive dispositions established by a first language (L1).
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Williams, Jessica. "Zero Anaphora in Second Language Acquisition:A Comparison among Three Varieties of English." Studies in Second Language Acquisition 10, no. 3 (October 1988): 339–70. http://dx.doi.org/10.1017/s0272263100007488.
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This study examines the use of zero anaphora in the English production of three speaker groups: native speakers, second language learners, and speakers of a non-native institutionalized variety. General discourse function for zero anaphora is found to be similar across speaker groups, although in many cases, ungrammatical by prescriptive standards. In addition, there are important quantitative and structural differences between the native speakers and non-native speakers in how this device is used. The results suggest that the relationship between performance data and second language acquisition needs to be reexamined. In particular, it cannot be assumed that spontaneous production of a given form isa direct indicator of acquisition and conversely, that non-production is necessarily proof of non-acquisition.
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Rueda García, Zulma Xiomara, and Encarna Atienza Cerezo. "Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (December 2020): 281–96. http://dx.doi.org/10.15443/rl3022.
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As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.
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van den Doel, Rias, and Hugo Quené. "The endonormative standards of European English." English World-Wide 34, no. 1 (February 8, 2013): 77–98. http://dx.doi.org/10.1075/eww.34.1.04van.
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It has been asserted that a common European variety of English is currently emerging. This so-called “European English” is claimed to be the result of convergence among non-native English speakers, and to reflect a gradual abandonment of Inner Circle norms, which are deemed to be increasingly irrelevant to non-native speakers’ communicative needs. Evidence is so far lacking that Europeans judge each other’s proficiency in English by anything other than native-speaker standards — particularly as regards pronunciation. Nonetheless, it would be interesting to establish whether European non-native speakers of English demonstrated convergence when evaluating the pronunciation of fellow Europeans, and in this respect deviated significantly not only from Inner Circle English native speakers but also from non-European judges. To investigate this possibility, a large-scale Internet survey was carried out in which different groups of users of English (native and non-native, European and non-European, N = 373) evaluated the pronunciation features of five European accents of English, by means of global ratings and detailed responses. The observed convergence of native and non-native judges’ responses does not correspond with emerging endonormative pronunciation standards on the European continent. Hence these findings fail to support the claims about an emerging European English variety.
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Vodopija-Krstanoviæ, Irena, and Maja Brala-Vukanoviæ. "EFL students' perspectives on English: the (widening) gap between ideals and practices." Revista Brasileira de Linguística Aplicada 12, no. 2 (June 2012): 285–309. http://dx.doi.org/10.1590/s1984-63982012000200004.
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This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to be a strong attachment to native-speaker norms. However, with the internationalization of English and the changing ownership of the language, in recent years, much debate has arisen over the native-speaker ideal (HOLLIDAY, 2005; MCKAY, 2002). The English language is used primarily by non-native speakers to communicate with non-native speakers but it appears that this notion has had little impact on teaching and learning (see JENKINS, 2007). We see this gap as an important, and relatively underexplored issue, which merits more interest in English studies. We conclude that, in this context, perceptions of English are still formed by native-speaker norms, and lack of policy on the English language, in fact, supports native-speaker policy.
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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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Kenman, Leon F., and Marcella Frank. "Modern English: Exercises for Non-Native Speakers." Modern Language Journal 71, no. 2 (1987): 206. http://dx.doi.org/10.2307/327224.
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ORTEGA-LLEBARIA, MARTA, MARITZA NEMOGÁ, and NORA PRESSON. "Long-term experience with a tonal language shapes the perception of intonation in English words: How Chinese–English bilinguals perceive “Rose?” vs. “Rose”." Bilingualism: Language and Cognition 20, no. 2 (October 28, 2015): 367–83. http://dx.doi.org/10.1017/s1366728915000723.
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Long-term experience with a tonal language shapes pitch perception in specific ways, and consequently Chinese speakers may not process pitch in English words – e.g., “Rose?” spoken as a question versus “Rose” spoken as a statement – in the same way as native speakers of non-tonal languages do. If so, what are those pitch processing differences and how do they affect Chinese recognition of English words? We investigated these questions by administering a primed lexical-decision task in English to proficient Chinese–English bilinguals and two control groups, namely, Spanish–English and native English speakers. Prime-target pairs differed in one sound and/or in pitch. Results showed specific cross-language differences in pitch processing between the Chinese speakers and the control groups, confirming that experience with a tonal language shaped the perception of English words' intonation. Moreover, such experience helps to incorporate pitch into models of word-recognition for bilinguals of tonal and non-tonal languages.
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Nymeyer, Kayla, Dan P. Dewey, William Eggington, and Wendy Baker‐Smemoe. "Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers." International Journal of Applied Linguistics 32, no. 1 (December 21, 2021): 158–74. http://dx.doi.org/10.1111/ijal.12410.
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Malik, Muhammad Zeeshan Akram, Bushra Shoukat, and Ali Ahmad Kharal. "Acoustic Analysis of the Socio-phonetic Variation in the English Language Long Vowels." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (January 26, 2022): 50–56. http://dx.doi.org/10.52131/pjhss.2022.1001.0173.
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The present study investigates the variation in the long English vowels among native English speakers and non-native Pakistani speakers of the English language. The recordings have been collected through e-mail from different regional speakers of Pakistani languages, from U.K. and the U.S., using social-networking. The analysis of the recordings is done using PRAAT software. The long vowel /i:/ was delimited for the study. Durations quoted by the renowned phonetician Danial Jones (1976), were used as a reference for the native speakers of the English language. The initial hypotheses were built to analyze the data. The study reveals that native speakers tend to follow the pattern introduced by Danial Jones with just a slight idiolectal difference. The non-native Pakistani speakers differentiate themselves in the duration of long vowels from the native speakers. Female native speakers have shown significant variation when compared with male native speakers.
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Asningtias, Silfia. "Revisiting English As A Global Language." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 137–48. http://dx.doi.org/10.15642/ijet2.2017.6.1.137-148.
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As English has become a powerful tool to ‘conquer’ the world, the needs to consider the issues arise English as an International language has become paramount. The arguments of who ‘own’ English sparks other related matters, such as the native speaker and non-native speakers as well as native speakers. In addition, it also standard and nonstandard English, that come up as the varieties of English blooming is unstoppable. On Norton’s statement of the issues of English in a global world provoke debate on whether the aforementioned is for better or for worse. This essay analyzes the perspective of experts in the dichotomy globally, meanwhile seeking the enlightenment of the situation in Indonesia locally. The discussion leads to awareness that English and the learner’s agency. As the needs of English in the global era is indispensable, English would be for better than for worse.
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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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Fiedler, Sabine. "The English-as-a-lingua-franca approach." Language Problems and Language Planning 34, no. 3 (November 17, 2010): 201–21. http://dx.doi.org/10.1075/lplp.34.3.01fie.
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English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.
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Tinkel, Isabella, and Marie Deissl-O’Meara. "The Pluralization of Mass Nouns in European and Asian ELF." MAP Education and Humanities 1, no. 2 (November 24, 2021): 20–31. http://dx.doi.org/10.53880/2744-2373.2021.1.2.20.
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English has become a global lingua franca unlike any language before. This has led to the increased pragmatic use of English by an increasing number of non-native speakers and, consequently, English as a lingua franca (ELF) has emerged. It has become a contact language between speakers of different mother tongues which has led to the blurring of strict regulatory frameworks formerly established by native English varieties. ELF speakers use English in creative ways and influenced by their native languages and cultures and the imitation of the native speaker has been pushed to the background in favor of successful communication. In order to facilitate the examination of this new type of English, several ELF corpora have been established, two of which are used for this study. The Vienna-Oxford International Corpus of English (VOICE) and the Asian Corpus of English (ACE) are both collections of spoken interactions between ELF speakers that have the same size and rely on the same coding system and search parameters, which make them readily comparable. While these corpora have already aided in the discovery of several common features of ELF in general, this study focuses on the lexico-grammatical feature of the pluralization of mass nouns by either adding the ‘s’ or some type of quantifier in European and Asian ELF. Results show that Asian ELF speakers are less likely to pluralize mass nouns than European ELF speakers. Yet, pluralization can be found in both types of ELF and this, along with other specific, non-standard features, raises questions for English language teaching and the status of native English.
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VANLANCKER–SIDTIS, DIANA. "Auditory recognition of idioms by native and nonnative speakers of English: It takes one to know one." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 45–57. http://dx.doi.org/10.1017/s0142716403000031.
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The abilities of second language speakers to discriminate the prosodic contrasts between idiomatic and literal meanings of ambiguous sentences were investigated using utterances previously shown to be reliably identified by acoustic cues. Four listener groups of varying proficiency, native speakers of American English, native speakers of non-American English, fluent nonnative speakers of English, and advanced students of English as a second language (ESL), judged whether single and paired, tape-recorded, literal and idiomatic utterances were spoken with intended idiomatic or literal meanings. Both native speaker groups performed significantly better than fluent nonnatives, while ESL students performed at chance. These results lend support to the hypothesis that abilities to discriminate subtle prosodic contrasts are learned later than other components of speech and language.
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Tarnopolsky, Oleg B., and Svitlana D. Storozhuk. "GLOBAL ENGLISH ACCENTS AND NON-NATIVE ENGLISH TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 273–82. http://dx.doi.org/10.32342/2522-4115-2021-2-22-30.
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The article is a theoretical study of the issue of non-native English speakers and, in particular, nonnative English teachers’ accent peculiarities and whether these can be an obstacle for employing the latter as teachers of EFL (English as a Foreign Language taught in non-English-speaking countries) or ESL (English as a Second Language taught in English-speaking countries). In the paper, an attempt is made to prove that, under certain conditions, such accent peculiarities can be considered not as qualified non-native English teachers’ shortcomings but as an asset of a kind. In that respect, the notion of global English accents is introduced, which are considered as normative accents for English as an international, or rather global/ planetary, language of international/intercultural communication taught to all the learners of EFL and ESL. It is claimed that special measures should be taken for the native and non-native speakers of English to become accustomed and adapted to hearing such diverse accents quite frequently even in their home countries. Both the native and non-native English speakers the world over need to be taught and get accustomed to perceive the global English accents as something totally normal and acceptable as long as they do not make communication in English incomprehensible or comprehensible with difficulty. The advantages of non-English teachers with their accent peculiarities are discussed when teaching English not only to EFL but ESL students as well, and it is shown that they can be a great help in inuring both nonnative and native speakers of English to hearing the variety of global English accents. It is indicated that relevant training and mutual cooperation of both non-native and native teachers of English is required for achieving this goal.
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Viafara, John Jairo. "“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers." Colombian Applied Linguistics Journal 18, no. 2 (July 18, 2016): 11. http://dx.doi.org/10.14483/calj.v18n2.9477.
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AbstractRooted in the need to confront the pervasive and harmful effect of the myth of the native speaker and affiliated language ideologies, this article shares the findings of a research study conducted in two public Colombian universities. The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys and interviews within a mixed-method approach, the study found that participants perceived themselves as over-empowered in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the disadvantages of not achieving native-like abilities, but they were confident in their university programs and their previous experience as English learners to achieve their language learning education goals.
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Beresova, Jana. "Contemporary English – a challenge for non-native speakers." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 85. http://dx.doi.org/10.18844/gjflt.v6i2.570.
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The paper focuses on contemporary American English and its challenge for those who are exposed to it as non-native users. Due to globalisation, the two main varieties of English (British and American) are becoming closer than they used to be as native speakers of both communicate directly and influence their varieties significantly. The traditional differences between British English and American English are less meaningful, however, English nowadays develops rapidly. The focus of research is based on current trends in both grammar and vocabulary, analysing contemporary American literary prose as many new words and new ways of using grammar in British English come from American English due to the influence of American popular culture and media. Contemporary literary prose is a valuable material of natural written and spoken language. In the paper, both speeches (that of the narrator and characters) are analysed, focusing on expressions and grammatical structures which are likely to attract a non-native reader. The selected samples of the language are discussed and systemised with an aim to generalise some trends typical for contemporary English. Keywords: contemporary English; vocabulary; grammar; informal language;
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Liu, Binmei. "The use of discourse markers but and so by native English speakers and Chinese speakers of English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 4 (November 3, 2017): 479–506. http://dx.doi.org/10.1075/prag.27.4.01liu.
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Abstract Previous studies have found that but and so occur frequently in native and non-native English speakers’ speech and that they are easy to acquire by non-native English speakers. The current study compared ideational and pragmatic functions of but and so by native and non-native speakers of English. Data for the study were gathered using individual sociolinguistic interviews with five native English speakers and ten L1 Chinese speakers. The results suggest that even though the Chinese speakers of English acquired the ideational functions of but and so as well as the native English speakers, they underused the pragmatic functions of them. The findings indicate that there is still a gap between native and non-native English speakers in communicative competence in the use of but and so. The present study also suggests that speakers’ L1 (Mandarin Chinese) and overall oral proficiency in oral discourse affect their use of but and so.
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Solihah, Bakiyatus, Pratiwi Retnaningdyah, Oikurema Purwati, and Syafi’ul Anam. "Understanding the Student Hearing Difficulties toward Native and Non-Native Speaker Accent in L2 Listening Assessment." Jurnal Litbang Provinsi Jawa Tengah 19, no. 2 (January 19, 2022): 145–54. http://dx.doi.org/10.36762/jurnaljateng.v19i2.876.
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The accent is one of the characteristic forms of the language used for communication when outside or inside the language learning classroom, then understand difficulty listening to students through the Native and Non-Native Speaker Accent in L2 in the listening assessment requires a more thorough investigation. The purpose of this study to explore how extent students can understand native and non-native speakers with different accents and how they perceive about hearing difficulties toward Native speaker accent and Non-native speaker accent. This research focuses on 12th graders majoring in hospitality at state vocational high school in Bangkalan, Madura. The research data were collected through observation and interviews. The results of this study show that the clarity, speed and accent of native and non-native speakers (American) and non-native speakers (Indonesian) become difficulties and barriers for students to understand and complete their listening tasks. This is because they are used to hearing accents from non-natives speakers rather than accents from native speakers. Furthermore, when students took the American Accent English Test compared to the Indonesian Accent English Test, all scores were much lower
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Yusuf, Yunisrina Qismullah. "Non-Native English Teachers and Varieties of English: Ready, or Not?" Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 2 (December 11, 2019): 334–41. http://dx.doi.org/10.19109/ejpp.v6i2.3913.
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Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.
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Abu Guba, Mohammed Nour, Bassil Mashaqba, Anas Huneety, and Omer AlHajEid. "Attitudes toward Jordanian Arabic-Accented English among Native and Non-native Speakers of English." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 9–29. http://dx.doi.org/10.4312/elope.18.2.9-29.
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This paper explores attitudes toward Jordanian Arabic-accented English among native and non-native speakers of English. Three groups of listeners (native English speakers, Jordanian Arab specialists and non-specialists in English) were asked to rate three groups of speakers (a group of native English speakers and two groups of Jordanian Arabic bilinguals) reading a short story in English on the degree of foreign accentedness, friendliness, pleasantness and clarity. The results showed that the Jordanian Arabic speakers, especially those with a lower level of English, were perceived less favourably than the native speakers. Furthermore, the English native listeners generally had more favourable perceptions than the non-native listeners with regard to the non-native speakers. The degree of foreign-accentedness was highly correlated with attitudes toward non-native speakers, especially among the non-native speakers themselves. The results confirm that a native English accent is preferred over non-native accents.
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Kim, Sarang, Aidan Bindoff, Maree Farrow, Fran McInerney, Jay Borchard, and Kathleen Doherty. "Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers." International Review of Research in Open and Distributed Learning 22, no. 3 (April 21, 2021): 19–33. http://dx.doi.org/10.19173/irrodl.v22i3.5380.
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Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.
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Adityarini, Hepy. "ENGLISH AS AN INTERNATIONAL LANGUAGE (EIL) AND IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING." Kajian Linguistik dan Sastra 19, no. 2 (March 25, 2015): 103–11. http://dx.doi.org/10.23917/kls.v19i2.4415.
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The nature of English as an International Language (EIL) has significant implicationsin the area of English Language Teaching (ELT). The current essay willreview the implications of EIL in three different areas: research on attitudes towardsvarieties of English, research on methods of improving non-native speakers’intelligibility, English teaching curriculum and materials for teaching pronunciation.Despite the debate of appropriateness of native speakers’ accent as modelsfor teaching pronunciation, the findings from most of the research on attitudestowards varieties of English suggest the students’ preferences towards native speakers’accent. In the mean time, the research on methods of improving non-nativespeakers’ intelligibility indicate the necessity of giving more emphasis on teachingsuprasegmental features such as intonation and stress to non-native speakers. Atthe curriculum level, although the experts have proposed some ideas of how EILshould be, the implementation of such curriculum might be difficult to realize insome countries. With regards to pronunciation teaching materials, many Englishpractitioners recommend the use of authentic materials that incorporate students’local culture in the classroom.
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White, Jonathan R. "Local Norms in CALL Language Practice." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (January 2016): 40–54. http://dx.doi.org/10.4018/ijcallt.2016010103.
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This article presents an investigation into what norms are negotiated in a CALL classrooms by non-native speakers of English who are Internet novices. There is an on-going debate regarding the status of non-native speaker norms. Although there is more and more recognition that they are valid learner targets, native speaker norms are still reported to have the highest status for learners. Internet language use, though, has led to a change in the perception of norms, as communities of non-native speakers can set their own norms over those of native speakers. Data are analysed from academic textchat seminars which show that a community of inexperienced Internet users set their own norms, which go directly against their L1 community cultural norms of respect towards teachers. This paper proposes that it is an affordance of CALL environments that they can do this. This work is further evidence that it is smaller discourse communities that set norms separate from those of larger geo-political national communities.
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Clyne, Michael, and Farzad Sharifian. "English as an international language." Australian Review of Applied Linguistics 31, no. 3 (January 1, 2008): 28.1–28.16. http://dx.doi.org/10.2104/aral0828.
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In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.
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Clyne, Michael, and Farzad Sharifian. "English as an international language." Australian Review of Applied Linguistics 31, no. 3 (2008): 28.1–28.16. http://dx.doi.org/10.1075/aral.31.3.01cly.
Full textAbstract:
In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.
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Lim, Hajin, Dan Cosley, and Susan R. Fussell. "Understanding Cross-lingual Pragmatic Misunderstandings in Email Communication." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–32. http://dx.doi.org/10.1145/3512976.
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Communication tools such as email facilitate communication and collaboration between speakers of different languages, who use two primary strategies-English as a common language and machine translation (MT) tools-to help them overcome language barriers. However, each of these communication strategies creates its own challenges for cross-lingual communication. In this paper, we compare how people's interpretations of an email sender's social intention, and their evaluation of the email and the senders, differ when using a common language versus MT in email communication. We conducted an online experiment in which monolingual native English speakers read and rated request emails written by native English speakers, emails written by bilingual Chinese speakers in English, and emails written in Chinese then machine-translated into English. We found that participants interpreted the social intentions of the email sender less accurately for machine-translated emails than for emails written by non-native speakers in English. Participants also rated the senders and emails less positively overall for machine-translated emails compared to emails written by non-native speakers in English. Based on these findings, we suggest design possibilities that could better aid multilingual communication.
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Jackson, Carrie N., and Holger Hopp. "Prediction error and implicit learning in L1 and L2 syntactic priming." International Journal of Bilingualism 24, no. 5-6 (January 29, 2020): 895–911. http://dx.doi.org/10.1177/1367006920902851.
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Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containing fronted (i.e. adverb-first) or non-fronted adverbial phrases and described pictures containing similar adverbial phrases. Immediately before and after the priming task, participants completed picture description tasks containing similar sentence types to measure their baseline production of fronted adverbials, and whether subsequent production of fronted adverbials was modulated by the priming task. Data Analysis: We used mixed-effects logistic regression to compare participants’ production of fronted sentences during the priming task according to prime type (fronted vs. non-fronted) and their production of fronted sentences before versus after the priming task, including the additional factors of adverbial phrase (temporal phrase vs. locative phrase) and speaker group (L1 English vs. L1 German vs. L2 English). Findings/Conclusion: Participants exhibited greater short-term priming during the priming task for temporal versus locative phrases, with the L2 English speakers exhibiting the greatest short-term priming. There was a significant increase in the production of fronted sentences from baseline to post-test, with the L1 English speakers exhibiting the greatest gains. Originality: This study uses systematic between- and within-language comparisons to examine: (a) whether the extent of syntactic priming depends on the frequency of a construction in a speaker’s L1 or L2 (i.e. prediction error); and (b) whether prediction error and short-term priming lead to longer-term learning. Significance: Our findings show that the magnitude of prediction error influences both short-term adaptation and longer-term priming. However, the ability to harness prediction error for longer-term learning versus short-term adaptation may vary between L1 and L2 speakers.
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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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Utami, Valisneria. "“I ONLY READ A PAGE OR TWO”: NARRATIVE FROM TWO DIFFERENT LANGUAGE LEARNERS." E-LINK JOURNAL 9, no. 1 (June 30, 2022): 43. http://dx.doi.org/10.30736/ej.v9i1.612.
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Literacy is not only defines as the ability of reading and write but also it is the ability to think critically and cultivate information. This study aims to analyze the literacy experiences of L1 and L2 English speakers. This study interviewed two language speakers, J a native English speaker, and K a non-native English speaker. The result showed that despite the differences in learning English as L1 and L2, some similarities are discovered. The interview, showed that learning English as L1 and L2, both are required cognitive skills and learning strategies. However, for L2 learners, it demands more than just studying the language. To get maximum results, the language should be practiced outside of the classroom. One of the techniques is by practicing extensive reading has been shown to expand vocabulary knowledge and grow motivation in second language learning. Thus, some implications for English teachers in EFL contexts are carried out. Keywords: second language literacy; second language learner
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Wulandari, Fitria, Tira Nur Fitria, and Adelina Maryanti. "Agriculture Student’s Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs)." Jurnal Educative: Journal of Educational Studies 7, no. 2 (December 31, 2022): 107. http://dx.doi.org/10.30983/educative.v7i2.5407.
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<p class="abstrak">This study aims to reveal students' perceptions of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST). The study involved students from the Agriculture Faculty of the Riau State Islamic University. This is a quantitative research that employs a survey design. The examination of the data reveals that students had a good assessment of teachers who were either native or non-native speakers. On the other hand, students encountered difficulties when learning with native and non-native professors. Students believe that NEST and NNEST will be more effective if native speakers also study and understand their original language and culture. Instructors who are not natural English speakers should pursue additional education in countries where English is the primary language to hone their abilities. The ideal non-native teachers are those who have reached a level of English proficiency comparable to that of a native speaker. Assuming the talents of the non-native English instructor are optimal, the majority of students believe that as long as instructors display a high level of competence and professionalism, there should be no discrimination between native speakers and non-native English teachers. However, when properly prepared and competent, both native and non-native English teachers can increase the enthusiasm for the student's English skill development. Both have their advantages and disadvantages, and they should collaborate to aid students in becoming successful English learners.</p>
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Kim, Hyun-Ju. "World Englishes in language testing: a call for research." English Today 22, no. 4 (October 2006): 32–39. http://dx.doi.org/10.1017/s0266078406004068.
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Native speakers of English are a minority; there are far more non-native speakers in the world (cf. Kachru 1997, Pennycook 2001). In addition, native speakers' standard or ‘correct’ English, in terms of its grammar and phonology, is not always useful or even appropriate in international contexts (cf. Gisborne 2000, Newbrook 1998, Shim 1999). However, despite global changes in the use of the language, the norms for ENL (English as a Native Language) remain dominant, most notably for the assessment of oral proficiency. Yet it is a major deficiency in the use of international oral tests that the proficiency of non-native speakers is measured against unrealistic and irrelevant standards (cf. Jenkins, 1996). The present paper focuses on the need to revisit the testing of English oral proficiency for non-native speakers, bearing in mind that English is used for world-wide communication and that being able to understand one another (cf. McKay, 2002) is the most important goal.
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AU, TERRY KIT-FONG, WINNIE WAILAN CHAN, LIAO CHENG, LINDA S. SIEGEL, and RICKY VAN YIP TSO. "Can non-interactive language input benefit young second-language learners?" Journal of Child Language 42, no. 2 (April 7, 2014): 323–50. http://dx.doi.org/10.1017/s0305000913000627.
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ABSTRACTTo fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.
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Dich, Nadya. "Development of sensitivity to phonological context in learning to spell in English." Written Language and Literacy 13, no. 1 (March 4, 2010): 99–117. http://dx.doi.org/10.1075/wll.13.1.04dic.
Full textAbstract:
The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.