Journal articles: 'Non-native speakers of English'

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

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

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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.

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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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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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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.

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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.

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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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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).

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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.

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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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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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Ke, I.-Chung. "Deficient non-native speakers or translanguagers?" Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 280–300. http://dx.doi.org/10.1075/japc.26.2.06ke.

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This study investigated how the experience of a multilingual and multimodal English as a lingua franca (ELF) online intercultural exchange (OIE) influenced Taiwanese university students’ linguistic identities. Data was drawn from 26 Taiwanese students who had 10 weekly one-hour video live-chats with 18 Japanese students in 2 semesters. Taiwanese participants were interviewed on their language use and issues related to identities before, during, and after the exchange. Students’ language use patterns in the OIE and reflections on the OIE were also analyzed. Interviews revealed that the multilingual ELF experience had a liberating and empowering effect for students’ English use. In multimodal communication, they felt more comfortable using English together with other languages, evidenced by increasing productions of code-mixing utterances in later weeks. However, the anxiety of using Japanese with a native Japanese speaker still persisted. In particular, the native-speaker (NS)–nonnative-speaker (NNS) interactions constrained them to pay more attention to form and accuracy, which positioned both Taiwanese and Japanese students as either native speakers or deficient nonnative language learners.

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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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Alamsaputra, Diane Mayasari, Kathryn J. Kohnert, Benjamin Munson, and Joe Reichle. "Synthesized speech intelligibility among native speakers and non-native speakers of English." Augmentative and Alternative Communication 22, no. 4 (January 2006): 258–68. http://dx.doi.org/10.1080/00498250600718555.

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LINDEMANN, STEPHANIE. "Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States." Language in Society 31, no. 3 (July 2002): 419–41. http://dx.doi.org/10.1017/s0047404502020286.

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This study investigates whether there is a relationship between negative attitudes toward non-native speakers and poor comprehension of those speakers. Twelve native English speakers whose attitudes toward Koreans had been assessed were asked to complete an interactional map task paired with native Korean speakers. In the task, some but not all of those who had been assessed as having negative attitudes toward Koreans were found to use either strategies that were described as problematizing their partners' utterances, or strategies that were described as avoidance. All participants completed the map task reasonably successfully except where the native English speaker used avoidance strategies, suggesting that the relationship between attitude and comprehension is mediated by the native speaker's choice of strategies. However, there appeared to be a direct relationship between attitude and perceived success of interactions, which may ultimately have the same consequences for interactants as if the relationship were between attitude and actual success.

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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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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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Ludwig, Anja, and Joan C. Mora. "Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech." Journal of Second Language Pronunciation 3, no. 2 (December 4, 2017): 167–98. http://dx.doi.org/10.1075/jslp.3.2.01lud.

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This study investigated the relationship between processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech as a function of an L1- match between speaker and listener and non-native listeners’ proficiency. Instructed L2-English learners differing in L1 (Catalan, German) and L2-proficiency (Low, High), and native-English listeners performed speeded speech processing tasks with English word and sentence stimuli spoken by L1-Catalan, L1-German and native English speakers, and rated the sentence stimuli for comprehensibility. The results showed significant moderate correlations between processing times and comprehensibility judgments mediated by an interaction between listeners’ L1 and their L2 proficiency. Non-native English was processed faster and judged to be more comprehensible by non-native listeners if produced by L1-matched speakers. When non-native English was produced by L1-matched speakers, low-proficiency listeners found it easier to process and understand than native English, whereas high-proficiency listeners showed a processing advantage over native English listeners

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Kisser, J. E., C. R. Wendell, R. J. Spencer, and S. R. Waldstein. "Neuropsychological Performance of Native versus Non-native English Speakers." Archives of Clinical Neuropsychology 27, no. 7 (September 17, 2012): 749–55. http://dx.doi.org/10.1093/arclin/acs082.

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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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Scully, Crispian, and Sarah Jenkins. "Publishing in English for non-native speakers." Oral Oncology 42, no. 7 (August 2006): 753. http://dx.doi.org/10.1016/j.oraloncology.2006.01.008.

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Evans, Jacqueline R., and Stephen W. Michael. "Detecting Deception in Non-Native English Speakers." Applied Cognitive Psychology 28, no. 2 (December 12, 2013): 226–37. http://dx.doi.org/10.1002/acp.2990.

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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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Hughes, LaTesa. "Tips for training non-native English speakers." Lab Animal 43, no. 3 (February 19, 2014): 101. http://dx.doi.org/10.1038/laban.474.

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Trzeciakowska, Julia. "Non-Native English Speakers’ Attitudes Towards Polish-Accented English." Theoria et Historia Scientiarum 17 (December 29, 2020): 65. http://dx.doi.org/10.12775/ths.2020.003.

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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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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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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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Obremski, David, Jean-Luc Lugrin, Philipp Schaper, and Birgit Lugrin. "Non-native speaker perception of Intelligent Virtual Agents in two languages: the impact of amount and type of grammatical mistakes." Journal on Multimodal User Interfaces 15, no. 2 (March 7, 2021): 229–38. http://dx.doi.org/10.1007/s12193-021-00369-9.

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AbstractHaving a mixed-cultural membership becomes increasingly common in our modern society. It is thus beneficial in several ways to create Intelligent Virtual Agents (IVAs) that reflect a mixed-cultural background as well, e.g., for educational settings. For research with such IVAs, it is essential that they are classified as non-native by members of a target culture. In this paper, we focus on variations of IVAs’ speech to create the impression of non-native speakers that are identified as such by speakers of two different mother tongues. In particular, we investigate grammatical mistakes and identify thresholds beyond which the agents is clearly categorised as a non-native speaker. Therefore, we conducted two experiments: one for native speakers of German, and one for native speakers of English. Results of the German study indicate that beyond 10% of word order mistakes and 25% of infinitive mistakes German-speaking IVAs are perceived as non-native speakers. Results of the English study indicate that beyond 50% of omission mistakes and 50% of infinitive mistakes English-speaking IVAs are perceived as non-native speakers. We believe these thresholds constitute helpful guidelines for computational approaches of non-native speaker generation, simplifying research with IVAs in mixed-cultural settings.

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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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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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Salakhyan, Elena. "The attitude of Slavic speakers toward English(es)." English Today 31, no. 3 (August 12, 2015): 34–39. http://dx.doi.org/10.1017/s0266078415000231.

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The attitudes of Slavic speakers towards English accents have been under-researched. The only language and accent attitude research in the Slavic context with the involvement of Polish speakers was conducted by Jenkins in her questionnaire study (Jenkins, 2007). The study, whose interest lay in assessing native and non-native English accents, showed a strong attachment of non-native speakers toward native varieties and accents of English, although non-native speakers mostly used English for communication with other non-native speakers of English.

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Prodromou, Luke. "Idiomaticity and the non-native speaker." English Today 19, no. 2 (April 2003): 42–48. http://dx.doi.org/10.1017/s0266078403002086.

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In this article, I describe the puzzle of idiomaticity in native and non-native uses of English: why are idioms so resistant to acquisition, even by advanced leaners and users of English? I identify the main cause of this problem in the “idiomatic paradox”, whereby the very reasons which make idiomaticity so natural and necessary in native-speaker discourse are precisely the reasons non-native speakers find them so elusive. I look at some of the implications of of the idiomatic paradox for language teaching and the use of English as a Lingua Franca.

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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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Yudytska, Jenia. "The Influence of Aspects of Social Identity on the Development of L2 Phonology." Lifespans and Styles 2, no. 2 (August 5, 2006): 28–35. http://dx.doi.org/10.2218/ls.v2i2.2016.1611.

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Over time, second language (L2) speech production changes as the learner gains more experience with the language. Factors such as interaction with native speakers of the learner’s L2 are known to play an important role. It is less clear to what extent, if at all, aspects of social identity influence the development of the L2 (Hansen Edwards 2008:372– 373). This longitudinal study examines the development of the actor Jackie Chan’s L2 (English) phonology. His speech production in two time periods 9 years apart is contrasted: in 1998, before he gained success in the English-speaking world; and in 2007, after he had released multiple Hollywood blockbusters.To check that factors such as age of acquisition were not the only reason for a lack of alignment over time towards English native-speaker norms, another context was taken from 2007, namely, an interview with a French native speaker. In foreigner-directed speech, there exists a pressure to produce more standard variants (Zuengler 1991:234). If Chan uses fewer non-standard variants with a non-native English speaker than with a native English speaker, it would imply that there is some degree of intent in his usage of non-standard forms and that his development, or lack thereof, is not only due to uncontrollable factors of second language acquisition.Two variables are examined: his production of stops in word-final codas containing a single stop and in wordfinal consonant clusters containing a stop as the final consonant. Native speakers of English generally pronounce these stops, whereas native speakers of Chinese often simplify them by deleting or glottalising them (Setter et al. 2010:15, Hansen 2001:340).In 2007, Chan is found to use a greater rate of the standard non-simplified variant than previously; however, he also simplifies his pronunciation by deleting the stop in the codas more often than in 1998. He uses standard forms that align with English native speakers to a greater extent when talking to non-native speakers. After 9 years of working in Hollywood, he would have gained more experience with English due to his social network consisting of more English native speakers, resulting in the expected increased alignment with native-speaker norms. However, his English has developed so that the non-standard variant of deletion is also used to a greater extent; the usage of this variant emphasises Chan’s identity as a Chinese native speaker. This emphasis is possible because of his success in between the two time periods: not only does he no longer have to align as much as possible with English native speakers so as to appeal to the English-speaking market, his success as a specifically Chinese martial artist means that highlighting his identity as a Chinese native speaker has more linguistic capital. Thus, it seems that factors of an L2 learner’s social identity do indeed influence the acquisition and development of their L2.

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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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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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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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Ivanova, Iva, Holly Branigan, Janet McLean, Albert Costa, and Martin Pickering. "Lexical Alignment to Non-native Speakers." Dialogue & Discourse 12, no. 2 (October 19, 2021): 145–73. http://dx.doi.org/10.5210/dad.2021.205.

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Two picture-matching-game experiments investigated if lexical-referential alignment to non-native speakers is enhanced by a desire to aid communicative success (by saying something the conversation partner can certainly understand), a form of audience design. In Experiment 1, a group of native speakers of British English that was not given evidence of their conversation partners’ picture-matching performance showed more alignment to non-native than to native speakers, while another group that was given such evidence aligned equivalently to the two types of speaker. Experiment 2, conducted with speakers of Castilian Spanish, replicated the greater alignment to non-native than native speakers without feedback. However, Experiment 2 also showed that production of grammatical errors by the confederate produced no additional increase of alignment even though making errors suggests lower communicative competence. We suggest that this pattern is consistent with another collaborative strategy, the desire to model correct usage. Together, these results support a role for audience design in alignment to non-native speakers in structured task-based dialogue, but one that is strategically deployed only when deemed necessary.

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Hanzlíková, Dagmar, and Radek Skarnitzl. "Credibility of native and non-native speakers of English revisited: Do non-native listeners feel the same?" Research in Language 15, no. 3 (September 30, 2017): 285–98. http://dx.doi.org/10.1515/rela-2017-0016.

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This study reports on research stimulated by Lev-Ari and Keysar (2010) who showed that native listeners find statements delivered by foreign-accented speakers to be less true than those read by native speakers. Our objective was to replicate the study with non-native listeners to see whether this effect is also relevant in international communication contexts. The same set of statements from the original study was recorded by 6 native and 6 non-native speakers of English. 121 non-native listeners rated the truthfulness of the statements on a 7-point scale. The results of our study tentatively do confirm a negative bias against non-native speakers as perceived by non-native listeners, showing that subconscious attitudes to language varieties are also relevant in communication among non-native speakers.

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I Gusti Ayu Vina Widiadnya Putri, I Dewa Ayu Devi Maharani Santika, and Komang Dian Puspita Candra. "PEMAKNAAN TINDAK TUTUR DIREKTIF GURU PENUTUR ASLI DAN NON PENUTUR ASLI DALAM PEMBELAJARAN BAHASA INGGRIS." SPHOTA: Jurnal Linguistik dan Sastra 11, no. 2 (September 30, 2019): 49–56. http://dx.doi.org/10.36733/sphota.v11i2.1209.

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This study aims to describe the meaning of the directive illocutionary speech acts used by Native Speakers and Non-Native Speakers in teaching English at the Denpasar Children Center School. The data sources of this study are the utterance of native speaker and non-native speaker. Data obtained by using observation method with uninvolved conversation observation technique and record techniques. Data containing illocutionary speech acts then analyzed descriptively qualitatively based on theories of speech act proposed by Searle (1969) and Leech (1974) about meaning. The results showed that the directive speech acts used by native speakers and non-native speakers were requirements, requestives, questions, prohibitive, permissives and advisories. The meanings of directive speech acts spoken by native speakers and non-native speakers are analyzed from the context of the conversation. The meaning of speech acts for the native speaker tends to be connotative and sometimes contains affective meaning. Whereas the meaning of speech acts of non-native speaker tend to use a combination of connotative, denotative, and affective meanings.

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Pettibone, Erin, Ana Teresa Pérez-Leroux, and Gabrielle Klassen. "Old Grammars New (?) Scope: Adjective Placement in Native and Non-Native Spanish." Languages 6, no. 1 (January 29, 2021): 22. http://dx.doi.org/10.3390/languages6010022.

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Prior studies have examined the association between modifying adjective placement and interpretation in second language (L2) Spanish. These studies show evidence of convergence with native speaker’s intuitions, which is interpreted as restructuring of the underlying grammar. Two issues deserve further study: (i) there are debates on the nature of native speaker’s interpretations; (ii) previous results could be explained by a combination of explicit instruction and access to the first language (L1). The present study re-examines native and non-native intuitions on the interpretation of variable order adjectives in pre-nominal and post-nominal positions, and extends the domain of inquiry by asking if L2 learners have intuitions about the order of two-adjective sequences, which appear in mirror image order in English and Spanish (faded blue pants vs. pantalones azules desteñidos). Two-adjective sequences are rare in the input, not typically taught explicitly, and have a different word order that cannot be [partially] derived from the L1 subgrammar. Two groups of non-native speakers (n = 50) and native speaker controls (n = 15) participated in the study. Participants completed a preference task, testing the interaction between word order and restrictive/non-restrictive interpretation, and an acceptability judgement task, testing ordering intuitions for two-adjective sequences. Results of the preference task show that the majority of speakers, both native and non-native, prefer variable adjectives in a post-nominal position independent of interpretation. Results of the acceptability judgement task indicate that both native and non-native speakers prefer mirror image order. We conclude that these results support underlying grammar reanalysis in L2 speakers and indicate that the semantic distribution of variable adjectives is not fully complementary; rather, the post-nominal position is unmarked, and generally preferred by both native and non-native speakers.

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Lewandowski, Eva M., and Lynne C. Nygaard. "Vocal alignment to native and non-native speakers of English." Journal of the Acoustical Society of America 144, no. 2 (August 2018): 620–33. http://dx.doi.org/10.1121/1.5038567.

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Suroso, Rasyid Fahmi. "INDONESIAN ENGLISH LECTURERS’ VIEWS ON WORLD ENGLISHES IN ENGLISH LANGUAGE TEACHING: A QUALITATIVE INQUIRY." ETERNAL (English Teaching Journal) 13, no. 1 (March 20, 2022): 128–40. http://dx.doi.org/10.26877/eternal.v13i1.10804.

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This study investigates English lecturers’ view on World Englishes in English Language Teaching (ELT). For this purpose, three English lecturers from a private university in Sleman were interviewed. The results revealed the divergence in acknowledging and applying World Englishes (ie. Non-native varieties of English) in the classroom. The finding of this study showed five major themes: (a) English as a communication tool, (b) Experience in communicating with native speakers (and/or non-native speakers), (c) The uniqueness of the use of World Englishes, (d) English teaching method applied by lecturers, (e) World Englishes, Global Englishes, and other relevant aspects to discuss.

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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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Salman, Ahmed Rawdhan. "Compliment Responses among Non-native English Speakers: Evidence of Pragmatic Transfer from Persian into English." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 864–74. http://dx.doi.org/10.9756/int-jecse/v14i1.221101.

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Pragmatic failure contributes to misunderstanding in intercultural communication. Hence, language learners must not only acquire the correct forms of the target language, but also the knowledge of how to use the language pragmatically appropriate in the target culture. This study probes the evidence of pragmatic failure in the English Complement Responses (CRs) of Iranian English as a Foreign Language (EFL) learners. The participants were EFL students in a national university in Iran who were asked to take part in a Discourse Completion Test (DTC). This test included some hypothetical situations where the participants were requested provide responses to the compliments. Herbert’s (1986) taxonomy was used to classify the types of the CRs. Findings indicated that the participants transferred some of the Iranian cultural schemas to their CRs expressed in English. It is implied from this study that the teachers should make the EFL learners sensitive to the form and the sound use of CRs in intercultural communication with native English speakers. The results have useful implications for stakeholders in the field of TEFL in general and in Iran in particular.

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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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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.

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Calvo-Benzies, Yolanda Joy. "English as a Lingua Franca (ELF) in ESP contexts. Students' attitudes towards non-native speech and analysis of teaching materials." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 27. http://dx.doi.org/10.14198/raei.2017.30.02.

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This paper focuses on non-native accents in ESP classrooms. In particular it looks at native and non-native speakers of English accents used in the audio material accompanying six ESP textbooks. In a second study, a group of undergraduate ESP students of Law and Tourism were asked to assess some of the non-native speakers accents found in these materials, focussing on aspects such as fluency, pronunciation, intelligibility and foreign accent. More specifically, they were asked to rate the following non-native accents of speakers in English: French, German, Polish, Chinese and Spanish. Results from the first part of the study show that native speaker models continue to be present in ESP textbooks to a far higher degree than non-native ones. In the second part, the non-native accents that students rated most positively were those of German and Polish speakers, and those seen in the most negative terms were French and Spanish. In general, the Law students tended to value native accents more than non-native ones, whereas students of Tourism broadly accept both native and non-native accents.

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Calandruccio, Lauren, and Emily Buss. "Spectral integration of English speech for non-native English speakers." Journal of the Acoustical Society of America 142, no. 3 (September 2017): 1646–54. http://dx.doi.org/10.1121/1.5003933.

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Aryal, Ananda. "Training Effect on Speech Rhythm of Nepalese Non-Native Speakers of English." Journal of NELTA 19, no. 1-2 (February 10, 2015): 17–31. http://dx.doi.org/10.3126/nelta.v19i1-2.12077.

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This project aimed to ascertain the effect of training on speech rhythm of Nepalese non-native speakers of English. Six Nepalese and one native speaker of English participated in this research. A six-week training program was administrated and pre- and post-training guided speech samples were acoustically analysed. Acoustic measurement of the pre- and post-training speech samples showed that training played an important role in improving the rhythm of Nepalese non-native speakers of English. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12077 Journal of NELTA, Vol 19 No. 1-2, December 2014: 17-31

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Wang, Ying. "Native English speakers' authority in English." English Today 32, no. 1 (December 21, 2015): 35–40. http://dx.doi.org/10.1017/s0266078415000516.

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Given the unprecedented spread of English, native English speakers (NESs) have been estimated to number 508 million by 2050 (Graddol, 1997: 27), while a bold estimation of speakers of English is 2 billion by 2050 (Crystal, 2008: 4–5). The international demographic profile of English presents a scenario whereby the development of English depends on how this language is used by non-native English speakers (NNESs), who are obviously in the majority for English use (e.g. Brumfit, 2001: 116; Crystal, 2008: 6; Graddol, 1997: 10; Mauranen, 2012; Seidlhofer, 2011: 7–8). While the importance of the number of English speakers globally is acknowledged, English in China remains a particularly interesting area for linguists. Not only English is widely learned in China, but also Chinese speakers of English are increasingly involved in intercultural encounters. In Graddol's (1997, 2006) discussion of the future of English, a comprehensive account is put forward about China, a country that has statistical significance for the development of English, given its large population of people who know English and its economic development. As Crystal (2008: 5) notes: [I]f India is the significant factor in relation to second-language speakers (in the sense of countries where English has some sort of special status), then China is surely the corresponding factor in relation to foreign-language speakers (in the sense of countries where the language has no official status). In this sense, it would seem that China will play an important role in shaping the profile of English use in the future. If this is an acceptable hypothesis, the development of English in China has implications for the future world of English use.

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

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