Relevant bibliographies by topics / Non-native speakers of English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Non-native speakers of English'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Non-native speakers of English.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Non-native speakers of English"

1

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

Full text
Abstract:
Current research shows that listeners are generally accurate at estimating speakers’ age from their speech. This study investigates the effect of speaker first language and the role played by such speaker characteristics as fundamental frequency and speech rate. In this study English and Japanese first language speakers listened to English- and Japanese-accented English speech and estimated the speaker’s age. We find the highest correlation between real and estimated speaker age for English listeners listening to English speakers, followed by Japanese listeners listening to both English and Japanese speakers, with English listeners listening to Japanese speakers coming last. We find that Japanese speakers are estimated to be younger than the English speakers by English listeners, and that both groups of listeners estimate male speakers and speakers with a lower mean fundamental frequency to be older. These results suggest that listeners rely on sociolinguistic information in their speaker age estimations and language familiarity plays a role in their success.
APA, Harvard, Vancouver, ISO, and other styles
2

Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English speakers’ adaptation to native English speaker’s speech." Journal of the Acoustical Society of America 146, no. 4 (October 2019): 2842. http://dx.doi.org/10.1121/1.5136855.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English listeners' adaptation to native English speakers." JASA Express Letters 1, no. 10 (October 2021): 105201. http://dx.doi.org/10.1121/10.0006558.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Dae-yong, and Melissa M. Baese-Berk. "Non-native English listeners' adaptation to native English speakers." JASA Express Letters 1, no. 10 (October 2021): 105201. http://dx.doi.org/10.1121/10.0006558.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Sanders, Lisa D., Helen J. Neville, and Marty G. Woldorff. "Speech Segmentation by Native and Non-Native Speakers." Journal of Speech, Language, and Hearing Research 45, no. 3 (June 2002): 519–30. http://dx.doi.org/10.1044/1092-4388(2002/041).

Full text
Abstract:
Varying degrees of plasticity in different subsystems of language have been demonstrated by studies showing that some aspects of language are processed similarly by native speakers and late-learners whereas other aspects are processed differently by the two groups. The study of speech segmentation provides a means by which the ability to process different types of linguistic information can be measured within the same task, because lexical, syntactic, and stress-pattern information can all indicate where one word ends and the next begins in continuous speech. In this study, native Japanese and native Spanish late-learners of English (as well as near-monolingual Japanese and Spanish speakers) were asked to determine whether specific sounds fell at the beginning or in the middle of words in English sentences. Similar to native English speakers, late-learners employed lexical information to perform the segmentation task. However, nonnative speakers did not use syntactic information to the same extent as native English speakers. Although both groups of late-learners of English used stress pattern as a segmentation cue, the extent to which this cue was relied upon depended on the stress-pattern characteristics of their native language. These findings support the hypothesis that learning a second language later in life has differential effects on subsystems within language.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Non-native speakers of English"

1

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

Full text
Abstract:
Lexical Simplification is the process of replacing complex words in texts to create simpler, more easily comprehensible alternatives. It has proven very useful as an assistive tool for users who may find complex texts challenging. Those who suffer from Aphasia and Dyslexia are among the most common beneficiaries of such technology. In this thesis we focus on Lexical Simplification for English using non-native English speakers as the target audience. Even though they number in hundreds of millions, there are very few contributions that aim to address the needs of these users. Current work is unable to provide solutions for this audience due to lack of user studies, datasets and resources. Furthermore, existing work in Lexical Simplification is limited regardless of the target audience, as it tends to focus on certain steps of the simplification process and disregard others, such as the automatic detection of the words that require simplification. We introduce a series of contributions to the area of Lexical Simplification that range from user studies and resulting datasets to novel methods for all steps of the process and evaluation techniques. In order to understand the needs of non-native English speakers, we conducted three user studies with 1,000 users in total. These studies demonstrated that the number of words deemed complex by non-native speakers of English correlates with their level of English proficiency and appears to decrease with age. They also indicated that although words deemed complex tend to be much less ambiguous and less frequently found in corpora, the complexity of words also depends on the context in which they occur. Based on these findings, we propose an ensemble approach which achieves state-of-the-art performance in identifying words that challenge non-native speakers of English. Using the insight and data gathered, we created two new approaches to Lexical Simplification that address the needs of non-native English speakers: joint and pipelined. The joint approach employs resource-light neural language models to simplify words deemed complex in a single step. While its performance was unsatisfactory, it proved useful when paired with pipelined approaches. Our pipelined simplifier generates candidate replacements for complex words using new, context-aware word embedding models, filters them for grammaticality and meaning preservation using a novel unsupervised ranking approach, and finally ranks them for simplicity using a novel supervised ranker that learns a model based on the needs of non-native English speakers. In order to test these and previous approaches, we designed LEXenstein, a framework for Lexical Simplification, and compiled NNSeval, a dataset that accounts for the needs of non-native English speakers. Comparisons against hundreds of previous approaches as well as the variants we proposed showed that our pipelined approach outperforms all others. Finally, we introduce PLUMBErr, a new automatic error identification framework for Lexical Simplification. Using this framework, we assessed the type and number of errors made by our pipelined approach throughout the simplification process and found that combining our ensemble complex word identifier with our pipelined simplifier yields a system that makes up to 25% fewer mistakes compared to the previous state-of-the-art strategies during the simplification process.
APA, Harvard, Vancouver, ISO, and other styles
2

Hewings, Martin John. "The English intonation on non-native speakers." Thesis, University of Birmingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511650.

Full text
Abstract:
It is widely assumed, first, that errors of English intonation by learners represent a significant barrier to effective communication and, second, that these errors result from differences between the intonation systems of English and the learners' mother tongues. However, little work has been done to establish the extent of the errors, their characteristics, or their origin. This study compares intonation in a corpus of recordings from 12 adult native-speaker informants and 12 adult learners of English, four each from Korea, Greece and Indonesia. The main data analysed are 24 parallel readings of a scripted dialogue. Findings are checked against intonation choices in samples of spontaneous speech from the same informants. The descriptive and interpretative apparatus used is the "discourse intonation" model outlined in Brazil (1985a). Comparison focuses on the functional oppositions recognised in this model, realised in the systems of prominence, tone, key and termination. Excluded from the comparison are the phonetic implementation of these categories, such as the typical shape of falling or rising tones, and other non-systemic features. The main findings of the study are that the native and non-native informants generally make the same intonation choices to achieve the same communicative goals. Differences are seen to arise from the non-natives' lack of proficiency in English, their lack of awareness of the role of intonation in social conventions, and the influence of prior teaching. Implications of these findings for teaching intonation are discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Borden, David S. (David Scott). "Non-Native Speakers of English and Denominal Regularization." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279230/.

Full text
Abstract:
The purpose of this study was to determine whether nonnative speakers of English have access to specifically-linguistic constraints governing past tense morphology. Forty non-native speakers of English rated the naturalness of 29 exocentric, or headless, verbs in a partial replication of Kim, Pinker, Prince, and Prasada (1991) which looked at the same phenomenon in native speakers. Nonnative speaker performance was similar to the 40 subject native speaker control group. A correlation also existed between length of residence and subject ratings. The results imply that non-native speakers have access to the rules governing past tense morphology although not as completely as native speakers.
APA, Harvard, Vancouver, ISO, and other styles
7

Im, Jiyon Michelle. "Native English speakers' perceptions of intelligibility in the extended discourse produced by non-native speakers." [Ames, Iowa : Iowa State University], 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yeh, Ellen. "Parental Involvement in Non-Native English Speakers' Postsecondary Enrollment." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400070424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Huang, Lan Fen. "Discourse markers in spoken English : a corpus study of native speakers and Chinese non-native speakers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2969/.

Full text
Abstract:
This thesis explores the use of discourse markers (DMs) in the speech of Chinese non-native speakers (NNSs) of English and native speakers (NSs), using corpus methodologies, the 'Linear Unit Grammar' analysis (Sinclair and Mauranen 2006) and text-based analyses. It reports that the DMs for analysis, 'like', 'oh', 'well', 'you know', 'I mean', 'you see', 'I think' and 'now', occur more frequently in the dialogic genres than in the monologic genres extracted from the three corpora, SECCL, MICASE and ICE-GB. The co-occurrence of DMs is taken as evidence to determine the categories for discussion with the suggested functions being secondary interpretations. Surprisingly, there are similarities in the use of DMs between Chinese NNSs and NSs. For the differences, some require NSs to become more tolerant and inclusive of the versions of English and some require pedagogical interventions for the Chinese NNSs. This thesis demonstrates that the use of DMs correlates with the genre, context, type of activity and identity of the speaker. All such factors affect the speakers' choice of a DM to use when giving priority to discourse organisation, fluency, the engagement of the listeners, the construction of the speaker‟s persona and the creation of solidarity.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Non-native speakers of English"

1

Hewings, Martin. The English intonation of non-native speakers. Birmingham: University of Birmingham, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Barnitz, John G. Reading development of non-native speakers of English. Hemel Hempstead: Prentice Hall, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bąk, Halszka. Emotional Prosody Processing for Non-Native English Speakers. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44042-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Waniek-Klimczak, Ewa, and Linda R. Shockey, eds. Teaching and Researching English Accents in Native and Non-native Speakers. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-24019-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cribb, Michael. Discourse and the non-native English speaker. Amherst, NY: Cambria Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cribb, Michael. Discourse and the non-native English speaker. Amherst, N.Y: Cambria Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Non-native speakers of English"

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hautasaari, Ari, and Naomi Yamashita. "Emotion Detection in Non-native English Speakers’ Text-Only Messages by Native and Non-native Speakers." In Human-Computer Interaction – INTERACT 2015, 183–200. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22701-6_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Hikyoung. "Discourse marker use in native and non-native English speakers." In Discourse Across Languages and Cultures, 117–27. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/slcs.68.07lee.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bąk, Halszka. "Emotional Prosody Processing in Nonnative English Speakers." In Emotional Prosody Processing for Non-Native English Speakers, 141–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44042-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bąk, Halszka. "Emotional Prosody Processing for Nonnative English Speakers." In Emotional Prosody Processing for Non-Native English Speakers, 171–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44042-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Curtain, Jane. "The acquisition of colloquialisms by non-native speakers." In Varieties of English Around the World, 259. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/veaw.g26.24cur.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Joubert, Pieter H., and Silvia M. Rogers. "Language Pitfalls: Native English Speakers." In Strategic Scientific and Medical Writing, 25–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48316-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Non-native speakers of English"

1

Pratama, Hendi, Joko Nurkamto, Sri Marmanto, and Rustono. "Non-Native Speakers Understanding on Idiomatic Implicatures." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217503180327.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"The Pragmatics of Criticism: Native versus Non-Native Speakers of English." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bird, Jordan J., Elizabeth Wanner, Anikó Ekárt, and Diego R. Faria. "Accent classification in human speech biometrics for native and non-native english speakers." In PETRA '19: The 12th PErvasive Technologies Related to Assistive Environments Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316782.3322780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Oļehnoviča, Ilze, Dmitrijs Oļehnovičs, and Velta Dilba. "TEACHING ENGLISH PHRASEOLOGY TO NON-NATIVE SPEAKERS AT TERTIARY LEVEL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1567.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pyae, Aung, and Paul Scifleet. "Investigating differences between native english and non-native english speakers in interacting with a voice user interface." In OzCHI '18: 30th Australian Computer-Human Interaction Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3292147.3292236.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pleva, Matus, Stanislav Ondas, Jozef Juhar, Christopher R. Hudson, Daniel W. Carruth, and Cindy L. Bethel. "Non-native vs Native English Speakers User Experience in HMD vs Desktop Immersive Training." In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237815.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nariai, Tomoko, Hiroaki Kojima, Hiroyuki Obari, and Shiroh Itai. "Method of intonation conversion for facilitating English communication between native and non-native speakers." In 2018 4th International Conference on Universal Village (UV). IEEE, 2018. http://dx.doi.org/10.1109/uv.2018.8642127.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Non-native speakers of English"

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
APA, Harvard, Vancouver, ISO, and other styles
6

Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lang, Kevin, and Erez Siniver. The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel. Cambridge, MA: National Bureau of Economic Research, August 2006. http://dx.doi.org/10.3386/w12464.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

David, Rosa. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2295.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dunn, Linda. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5853.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

Full text
Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Non-native speakers of English' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography