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Gnevsheva, Ksenia y Daniel Bürkle. "Age Estimation in Foreign-accented Speech by Native and Non-native Speakers". Language and Speech 63, n.º 1 (13 de febrero de 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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Bazzi, Luca, Susanne Brouwer, Margarita Planelles Almeida y Alice Foucart. "Would you respect a norm if it sounds foreign? Foreign-accented speech affects decision-making processes". PLOS ONE 17, n.º 10 (5 de octubre de 2022): e0274727. http://dx.doi.org/10.1371/journal.pone.0274727.
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Does listening to a foreign-accented speaker bias native speakers’ behavior? We investigated whether the accent, i.e., a foreign accent versus a native accent, in which a social norm is presented affects native speakers’ decision to respect the norm (Experiments 1 and 2) and the judgement for not respecting it (Experiment 2). In Experiment 1, we presented 128 native Spanish speakers with new social norms, adapted from the measures imposed by the Spanish Government to fight the Covid-19 pandemic (e.g., ‘To avoid the spread of the Covid-19 virus, keep your distance’), whereas in Experiment 2, we presented 240 native Spanish speakers with everyday social norms learned from childhood (e.g., ‘Not littering on the street or in public places’), that have an intrinsic cultural and linguistic link. In Experiment 1, the norms were uttered either in a native accent, or in a foreign accent unfamiliar to our participants to avoid stereotypes. In Experiment 2, we added an accent negatively perceived in Spain to assess the role of language attitudes on decision making. Overall, accent did not directly impact participants’ final decisions, but it influenced the decision-making process. The factors that seem to underlie this effect are emotionality and language attitudes. These findings add up to the recent Foreign Accent effect observed on moral judgements and further highlight the role of the speaker’s identity in decision making.
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WEATHERHEAD, Drew, Ori FRIEDMAN y Katherine S. WHITE. "Preschoolers are sensitive to accent distance". Journal of Child Language 46, n.º 6 (13 de agosto de 2019): 1058–72. http://dx.doi.org/10.1017/s0305000919000369.
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AbstractCan children tell how different a speaker's accent is from their own? In Experiment 1 (N = 84), four- and five-year-olds heard speakers with different accents and indicated where they thought each speaker lived relative to a reference point on a map that represented their current location. Five-year-olds generally placed speakers with stronger accents (as judged by adults) at more distant locations than speakers with weaker accents. In contrast, four-year-olds did not show differences in where they placed speakers with different accents. In Experiment 2 (N = 56), the same sentences were low-pass filtered so that only prosodic information remained. This time, children judged which of five possible aliens had produced each utterance, given a reference speaker. Children of both ages showed differences in which alien they chose based on accent, and generally rated speakers with foreign accents as more different from their native accent than speakers with regional accents. Together, the findings show that preschoolers perceive accent distance, that children may be sensitive to the distinction between foreign and regional accents, and that preschoolers likely use prosody to differentiate among accents.
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Foucart, Alice y Susanne Brouwer. "Is There a Foreign Accent Effect on Moral Judgment?" Brain Sciences 11, n.º 12 (10 de diciembre de 2021): 1631. http://dx.doi.org/10.3390/brainsci11121631.
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Recent studies have shown that people make more utilitarian decisions when dealing with a moral dilemma in a foreign language than in their native language. Emotion, cognitive load, and psychological distance have been put forward as explanations for this foreign language effect. The question that arises is whether a similar effect would be observed when processing a dilemma in one’s own language but spoken by a foreign-accented speaker. Indeed, foreign-accented speech has been shown to modulate emotion processing, to disrupt processing fluency and to increase psychological distance due to social categorisation. We tested this hypothesis by presenting 435 participants with two moral dilemmas, the trolley dilemma and the footbridge dilemma online, either in a native accent or a foreign accent. In Experiment 1, 184 native Spanish speakers listened to the dilemmas in Spanish recorded by a native speaker, a British English or a Cameroonian native speaker. In Experiment 2, 251 Dutch native speakers listened to the dilemmas in Dutch in their native accent, in a British English, a Turkish, or in a French accent. Results showed an increase in utilitarian decisions for the Cameroonian- and French-accented speech compared to the Spanish or Dutch native accent, respectively. When collapsing all the speakers from the two experiments, a similar increase in the foreign accent condition compared with the native accent condition was observed. This study is the first demonstration of a foreign accent effect on moral judgements, and despite the variability in the effect across accents, the findings suggest that a foreign accent, like a foreign language, is a linguistic context that modulates (neuro)cognitive mechanisms, and consequently, impacts our behaviour. More research is needed to follow up on this exploratory study and to understand the influence of factors such as emotion reduction, cognitive load, psychological distance, and speaker’s idiosyncratic features on moral judgments.
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Zeisler, Bettina. "Context! Or how to read thoughts in a foreign language". Journal of South Asian Languages and Linguistics 3, n.º 2 (1 de septiembre de 2016): 197–221. http://dx.doi.org/10.1515/jsall-2016-0010.
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AbstractBased on personal experience during long term fieldwork in Ladakh, this article will discuss a special technique for field research. It will emphasise the need to access the speakers’ creative unconsciousness by applying the time-consuming ‘ping-pong game’, that is, by confronting every speaker with real language data, by rechecking each speaker’s statement with at least one other speaker, and by feeding back evaluations from a second or third speaker to an original speaker and back in an almost endless repetition. A special focus here will be on the collection of compounds showing the phenomenon of consonant migration and on data gathering with respect to verb semantics and verb valency.
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Kuntarto*, Niknik M. "Portrait of indonesian usage in gafabaca's children's story book series; gafabaca series 1 and 2, fish series, and cat series". Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, n.º 1 (25 de julio de 2019): 27–40. http://dx.doi.org/10.30998/jh.v1i1.32.
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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Ramliyana, Randi. "Comic "Gora" in the textbook serial BIPA Dahsyat: media increase vocabulary mastery in learning Indonesian for foreign Speakers". Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, n.º 1 (25 de julio de 2019): 79–84. http://dx.doi.org/10.30998/jh.v1i1.39.
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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Burda, Angela N., Carlin F. Hageman, Julie A. Scherz y Harold T. Edwards. "Age and Understanding Speakers with Spanish or Taiwanese Accents". Perceptual and Motor Skills 97, n.º 1 (agosto de 2003): 11–20. http://dx.doi.org/10.2466/pms.2003.97.1.11.
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This pilot study concerned the intelligibility of accented speech for listeners of different ages. 72 native speakers of English, representing three age groups (20–39, 40–59, 60 and older) listened to words and sentences produced by native speakers of English, Taiwanese, and Spanish. Listeners transcribed words and sentences. Listeners also rated speakers' comprehensibility, i.e., listeners' perceptions of difficulty in understanding utterances, and accentedness, i.e., how strong a speaker's foreign accent is perceived to be. On intelligibility measures, older adults had significantly greater difficulty in understanding individuals with accented speech than the other two age groups. Listeners, regardless of age, were more likely to provide correct responses if they perceived the speaker easier to understand. Ratings of comprehensibility were highly correlated with ratings of accentedness.
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Petrochuk, N. O. "Perception of the English speech of Ukrainians by non-native speakers". MESSENGER of Kyiv National Linguistic University. Series Philology 25, n.º 2 (14 de marzo de 2023): 81–93. http://dx.doi.org/10.32589/2311-0821.2.2022.274930.
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The article presents the results of the research on the English speech of Ukrainians and its perception by non-native speakers of English. The focus is on the phenomenon of the foreign accented speech and the claim that due to interference of two or more language systems in the consciousness of the speaker, the speech, which is produced and is the result of long-term mastering of the foreign language, is imbued with a foreign accent. A foreign accent is a language learner’s speech characteristic. It has certain features on segmental and suprasegmental levels which distinguish it from the speech of the native speaker, marking its owner as a ‘foreigner’. These features are studied in order to improve further learning of the language and help learners to avoid potential mistakes that impede their communication and forge a negative image in the eye of a listener. To study the perception of foreign speech three main dimensions are singled out: degree of foreign accent, or degree of accentedness, speech comprehensibility and speech intelligibility. The degree of accentedness measures the level of the foreign accent of the speaker by the listener, which ranges from a slight accent to a strong accent. Comprehensibility measures whether the message is understood as a whole, whereas intelligibility is responsible for the recognition of specific words or phrases. Following these criteria, the speech of ten Ukrainians is analyzed by 47 non-native speakers of English. It is concluded that the lower the rate of an accent is, the higher the comprehensibility of the message gets. Although some instances of a strong accent and high comprehensibility are encountered too.
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RODRIGUEZ-CUADRADO, SARA, CRISTINA BAUS y ALBERT COSTA. "Foreigner talk through word reduction in native/non-native spoken interactions". Bilingualism: Language and Cognition 21, n.º 2 (11 de octubre de 2017): 419–26. http://dx.doi.org/10.1017/s1366728917000402.
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We explore the properties of foreigner talk through word reduction. Word reduction signals that the speaker is referring to the same entity as previously and should be preserved for foreigner talk. However, it leads to intelligibility loss, which works against foreigner talk. Pairs of speakers engaged in a task where native speakers talked either to a native or non-native listener. Natives talking to non-natives performed foreigner talk for duration and intensity. Duration and intensity were reduced for native and non-native listeners equally. These results suggest that word reduction is insensitive to communicative adjustments in the context of foreign talk.
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Widia, Ida, S. Syihabuddin, Vismaia S. Damaianti y Yeti Mulyati. "THE MODEL OF BIPA LISTENING EVALUATION AND ITS IMPLICATIONS FOR THE DESIGN OF LISTENING EVALUATION". International Journal of Education 15, n.º 1 (23 de mayo de 2022): 28–37. http://dx.doi.org/10.17509/ije.v15i1.46154.
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In this paper, an analysis of the results of the evaluation of Indonesian language proficiency for foreign speakers is presented. The development of a standardized Indonesian language for foreign speakers (Bahasa Indonesia bagi Penutur Asing - BIPA) evaluation tool is currently considered very important. Currently, the existing evaluation tools are still made partially depending on the needs of institutions that provide the Indonesian language program for foreign speakers (BIPA). In addition, this need is also driven by the need for foreign speakers to measure their proficiency in Indonesian. Although there is an Indonesian Language Proficiency Test (UKBI) as an evaluation tool in Indonesia, UKBI is considered not in accordance with the needs of measuring the Indonesian language proficiency of foreign speakers because UKBI is still used to measure the Indonesian language skills of native speakers. This has become one of the problems in the field of evaluation of the Indonesian language, especially BIPA. The language evaluation tool used to measure a person’s foreign language proficiency always begins with a listening proficiency test. Listening is considered the gateway to other language proficiency. The solution to this problem is to analyze listening evaluation tools in foreign languages that are used continuously and continuously, such as the Test of English for International Communication (TOIEC), the Japanese-Language Proficiency Test (JLPT), and Diplôme d'études en langue française (DELF), which represents three continents; American, Asian, and European spoken by Indonesian speakers. This study used a descriptive method to solve this research problem. The results of this study describe the profile of the listening proficiency evaluation tool in foreign and Indonesian languages in three ways: 1) speakers (speaker stimulus presenter), 2) content, and 3) audio. Furthermore, the results of this analysis can also be used as the basis for developing the BIPA listening competency evaluation model.
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Muñoz, Carmen y David Singleton. "Foreign accent in advanced learners". EUROSLA Yearbook 7 (10 de agosto de 2007): 171–90. http://dx.doi.org/10.1075/eurosla.7.10mun.
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Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background data were elicited by questionnaire and interview. A significant difference overall emerged between native speakers and non-natives in terms of FA ratings. However, two of the learners scored within the native-speaker range. The discussion examines the possible influence of an array of factors on degree of FA, and explores what might underlie the native-like performance of the two most successful learners.
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SERENO, JOAN, LYNNE LAMMERS y ALLARD JONGMAN. "The relative contribution of segments and intonation to the perception of foreign-accented speech". Applied Psycholinguistics 37, n.º 2 (5 de enero de 2015): 303–22. http://dx.doi.org/10.1017/s0142716414000575.
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ABSTRACTThe present study examines the relative impact of segments and intonation on accentedness, comprehensibility, and intelligibility, specifically investigating the separate contribution of segmental and intonational information to perceived foreign accent in Korean-accented English. Two English speakers and two Korean speakers recorded 40 English sentences. The sentences were manipulated by combining segments from one speaker with intonation (fundamental frequency contour and duration) from another speaker. Four versions of each sentence were created: one English control (English segments and English intonation), one Korean control (Korean segments and Korean intonation), and two Korean–English combinations (one with English segments and Korean intonation; the other with Korean segments and English intonation). Forty native English speakers transcribed the sentences for intelligibility and rated their comprehensibility and accentedness. The data show that segments had a significant effect on accentedness, comprehensibility, and intelligibility, but intonation only had an effect on intelligibility. Contrary to previous studies, the present study, separating segments from intonation, suggests that segmental information contributes substantially more to the perception of foreign accentedness than intonation. Native speakers seem to rely mainly on segments when determining foreign accentedness.
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Rosenhouse, Judith. "Native Speakers Pronunciation of Foreign Names". Babel. Revue internationale de la traduction / International Journal of Translation 46, n.º 3 (31 de diciembre de 2000): 245–59. http://dx.doi.org/10.1075/babel.46.3.05ros.
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Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.
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Kupisch, Tanja, Dagmar Barton, Katja Hailer, Ewgenia Klaschik, Ilse Stangen, Tatjana Lein y Joost van de Weijer. "Foreign Accent in Adult Simultaneous Bilinguals". Heritage Language Journal 11, n.º 2 (30 de agosto de 2014): 123–50. http://dx.doi.org/10.46538/hlj.11.2.2.
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The study reported in this paper examines foreign accent (FA) in adult simultaneous bilinguals (2L1ers). Specifically, we investigate how accent is affected if a first language is acquired as a minority (heritage) language as compared to a majority (dominant) language. We compare the perceived FA in both languages of 38 adult 2L1ers (German-French and German-Italian) to that of monolingual native speakers (L1ers) and late second language learners (L2ers). Naturalistic speech samples are judged by 84 native speakers of the respective languages. Results indicate that the majority language is always spoken without an FA, while results for the heritage language fall between those of L1 and L2 speakers. For the heritage language, we further show that a native accent correlates with length of residence in the heritage country during childhood but not during adulthood. Furthermore, raters have comparatively more difficulties when judging the accent of a heritage speaker. The results of this study add to our current understanding of what factors shape the phonology of a heritage language system in adulthood.
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Wiratmoko, Gandung Aulia, Dwi Haryanti, Malikatul Laila y Agus Wijayanto. "Compliments in Turn Taking: Analysis During Foreign L2 Speakers Class Session". Language Circle: Journal of Language and Literature 18, n.º 2 (30 de abril de 2024): 317–22. http://dx.doi.org/10.15294/lc.v18i2.49617.
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This study aimed on elaborating the rules of turn taking and the primary intentions of turn taking containing compliments done by the Foreign L2 Speakers and the students at De Access Hotel and Culinary Training Centre. The writer applied descriptive research design which applied the participant observation method with passive observer. The data of the research is the conversations spoken by the foreign L2 speakers and the EFL learners in the teaching learning process and the data source was the teaching learning process done by the foreign L2 speakers in teaching the EFL Learners in De Access Hotel and Culinary Training Centre. In collecting the data, the writer as a passive observer attended the class and without disturbing the teaching learning process, the writer observed while recorded the classroom activity then the writer transcribed the conversation between the foreign L2 speakers and the EFL learners. The result of the study showed that the rules of turn taking are; (1) turn-taking 1A {S (who is talking) chooses NP (next Speaker) in the speech}; (2) Turn-taking 1B {NP (next Speaker) is not chosen by S (speaker)}; and Turn-taking 1C {S can stop or continue speaking} and the rule 1B is dominant and often used in turn-taking in classroom session. And also there are four primary intentions of speech in classroom that are; to express an opinion, to elicit a reaction, to encourage specific behavior and to express satisfaction.
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Tellier, Marion, Gale Stam y Alain Ghio. "Handling language". Gesture 20, n.º 1 (22 de noviembre de 2021): 30–62. http://dx.doi.org/10.1075/gest.19031.tel.
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Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.
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Wang, Xinchun. "Foreign accent". Journal of Speech Sciences 3, n.º 2 (5 de febrero de 2021): 1–20. http://dx.doi.org/10.20396/joss.v3i2.15043.
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Mandarin speakers’ productions of English sentences, spontaneous speech, and filtered speech were rated for degree of foreign accent by native English and Mandarin listeners. Results showed Mandarin speakers with 12 years' length of residence (LOR) in the U.S. were rated to be accented as those with zero LOR. Untrained native Mandarin listeners with no LOR in the target language environment were comparable to native English listeners in gauging degree of foreign accent based on sentences and spontaneous speech. No stimulus effect was found between sentences and spontaneous speech for accent rating. Filtered natural speech appeared to attenuate degree of foreign accent and Mandarin listeners were not able to assess foreign accent based on long excerpts of filtered speech. The findings suggest that LOR is not an important predictor of degree of foreign accent for adult speakers with late age of arrival (AOA).
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Kamaras, Katalin y Judith Totman Parrish. "Advice to Foreign and Following Speakers". Physics Today 45, n.º 2 (febrero de 1992): 123–24. http://dx.doi.org/10.1063/1.2809554.
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Azizah, Alfiyatul. "The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers". Ittishal Educational Research Journal 1, n.º 1 (1 de julio de 2020): 26–39. http://dx.doi.org/10.51425/ierj.v1i1.9.
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The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.
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Tomić, Kristina y Katarina Milenković. "FORENSIC SPEAKER PROFILING FROM THE SAMPLE IN ЕNGLISH AS A FOREIGN LANGUAGE – VOWEL DURATION ANALYSIS". Nasledje Kragujevac 18, n.º 49 (2021): 29–46. http://dx.doi.org/10.46793/naskg2149.029t.
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Forensic speaker profiling is a procedure employed in criminal cases where there is a voice recording of the criminal, but there is no suspect. It encompasses determining the age, gender, origin or socio- economic status of the recorded speaker (Rose 2002; Kašić, Đorđević 2009a; Jessen 2010). One of the challenges of modern forensic phonetic science is speaker profiling from the voice sample in a foreign language. In the current research, we analyzed the vowel duration of five speakers from Novi Sad and five speakers from Niš, when they were speaking spontaneously in their mother tongue, Serbian, and in a foreign lan- guage, English. We compared the quantity of vowels of each group of speakers within-language and across languages. The acoustic analysis of vowels was performed manually in Praat (Boersma, Weenink 2018), by looking at the spectrogram and waveform of the recordings. To test the difference in means of two groups of data, we used the Welch t-test (Welch 1947). Our results show that urban speakers from Niš and Novi Sad do not exhibit statistically significant differences in the duration of their English vowels. However, certain duration relations that exist between vowels may be indicative of one’s native dialect.
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Fitria, Tira Nur. "An Analysis of the Students’ Difficulties in TOEFL Prediction Test of Listening Section". ENGLISH FRANCA : Academic Journal of English Language and Education 5, n.º 1 (28 de mayo de 2021): 95. http://dx.doi.org/10.29240/ef.v5i1.2212.
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This study is to know the students’ difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the students’ difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. Keywords: Listening, TOEFL, TOEFL Prediction Test
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom". Korean Language in America 17, n.º 1 (1 de enero de 2012): 55–83. http://dx.doi.org/10.2307/42922296.
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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom". Korean Language in America 17, n.º 1 (1 de enero de 2012): 55–83. http://dx.doi.org/10.2307/korelangamer.17.2012.0055.
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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Dolidze, Anna. "The Non-Native Speakers of International Law: The Case of Russia". Baltic Yearbook of International Law Online 15, n.º 1 (29 de julio de 2016): 77–103. http://dx.doi.org/10.1163/22115897-90000060b.
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This article presents a metaphor that might explain Russia’s approach to international law. Drawing on linguistics, the article proposes that Russia has been a non-native speaker of international law. A non-native speaker’s experiences range from estrangement and disengagement from the foreign language and its speech community to that of empowerment and inspiration nurtured by the acquisition of a new language and a new multilingual identity. Thus, as a non-native speaker, Russia has approached international law with two rhetorical moves: as a disaffected foreigner and as an empowered multilingual subject who aspires to uphold and interpret the rules of the language recently acquired. As a multilingual speaker fluent in the language of international law, Russia has asserted control over judgments of grammaticality and has disagreed with previously determined linguistic rules established by the native-speaking community. The notion of a non-native speaker of international law can apply to states other than Russia. Policymakers and intellectual leaders of other countries, including China, might perceive themselves as non-native speakers in their encounters with the western European foundations of the language of international law. Finally, the article explores the future of international law by asking whether non-native speakers who have been gaining fluency in the parlance of international law will continue to develop their own linguistic repertoire, build their own vocabularies, and advance their own assertions regarding rules of grammar. The future of international law might be diglossic, as two varieties of its language, shared by different speech communities and practiced in different contexts, may be established.
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Hayes, Lydia. "How to sound Spanish in English: questionnaire findings and implications for English-language original and dubbed fiction". XLinguae 15, n.º 2 (abril de 2022): 33–52. http://dx.doi.org/10.18355/xl.2022.15.02.03.
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In this article, I analyse the results of a questionnaire conducted in order to discern how to sound Spanish in English or, more precisely, how to be perceived as a native-Spanish speaker by native-English speakers. The study set out to determine the degree of specificity to which native-English speakers perceive foreign accents in English, in general, and Hispanic-accented English, in particular. The study also aimed to elucidate the key phonetic realisations that contribute to an accent being perceived particularly as such and whether that perception requires authenticity. The final main aim was to uncover the personality characteristics Anglophones associate with Hispanic-accented speakers. With regard to this last point, I delve into the concept of dialectal memes, which explain how social value is inextricably linked to and therefore indexed by accents, and test the hypothesis that memes exist. In addition to exploring answers to the questions at the core of these aims, I provide further analysis on tangential findings revealed in the participants’ responses, such as the matter of whether celebrity or knowledge of a speaker’s identity, e.g. Rafael Nadal or Penélope Cruz, generates perception bias. Ultimately, the analysis provided in this article aspires to elevate foreign varieties of English to pluricentric status in the Anglosphere, and to lay the grounds on which to posit that the most defining characteristic of these varieties is accent. In addition, I consider how the findings might inform fictional renditions of foreign accents in both original and dubbed versions.
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MUNRO, MILES y VIRGINIA MANN. "Age of immersion as a predictor of foreign accent". Applied Psycholinguistics 26, n.º 3 (julio de 2005): 311–41. http://dx.doi.org/10.1017/s0142716405050198.
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This study examines the relationship between age of immersion (AOI) and the degree of perceived accent (DPA) that raters who speak native English perceive in the speech of Mandarin speakers who learned English as a second language. AOI and speech samples of variable length and linguistic context (single words, sentences, short paragraph, and self-generated picture narration) were collected from the target group (n=32, AOI=3–16) and from native speaker controls. A moderately trained native speaker panel of college students then rated the samples on how “native” they sounded using a continuous scale. Rating was broken over three separate sessions to relieve fatigue, and a reliability measure was administered at the onset and termination of each session to ensure consistency. Reliable performance was demonstrated both across judges and across sessions and indicated no single AOI demarcated a “critical period.” Instead, DPA was found to deviate from native in a highly linear manner with AOI, as did speakers' tendencies to noticeably deflect from this line. These deviations began at an AOI of about 5, although some speakers bottomed out with an AOI as early as 7, whereas nearly native ratings were given to others whose AOI was greater than 5. Females were rated as more native and variably accented than males. Ratings of native decreased with sampling length but increased with extemporization, the effect of AOI on DPA being similar for all sampling types.
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Yun, Eun Mi y Jin Seok Kang. "A Study of Speaker Variables' Effect on Word Intelligibility Focused on Foreign Speakers". Journal of Linguistics Science 76 (31 de marzo de 2016): 197. http://dx.doi.org/10.21296/jls.2016.03.76.197.
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Abu Guba, Mohammed Nour. "Foot duration and polysyllabic shortening among Arab speakers of English". Loquens 9, n.º 1-2 (9 de junio de 2023): e091. http://dx.doi.org/10.3989/loquens.2022.e091.
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This study investigates a neglected aspect of second language acquisition. It compares the timing patterns adopted by speakers of English as a foreign language with those of English native speakers. The paper aims to explore the extent to which Arab speakers, whose L1 is not as stress-timed as English is, can acquire the mechanisms of polysyllabic shortening in English. Three groups (English native speakers and two groups of Jordanian speakers of English) were requested to read three sets of monosyllabic, disyllabic and trisyllabic words in a carrier sentence. The total length of the word and the vowel duration in all the words were measured. Clear differences between the native speaker group and the non-native speaker groups were attested. Results show that isochronous foot duration and polysyllabic shortening are a tendency in English speech timing, rather than a fundamental process. Furthermore, acquiring the timing patterns of the stress-timed English rhythm is challenging to Arab speakers.
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Mayrita, Hastari, Margareta Andriani y Erika Jun Fransiska. "Implications of Illocutionary Speech Acts Study in Language Learning for Foreigners". ENGLISH FRANCA : Academic Journal of English Language and Education 7, n.º 2 (4 de febrero de 2024): 409. http://dx.doi.org/10.29240/ef.v7i2.8037.
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This study aims to explore the types and functions of speech acts in BIPA (Indonesian Language for Foreign Speakers) teaching materials which can have implications for language learning for foreign speakers. This study uses a qualitative method with a case study approach. The source of this research data is dialogue in Practical BIPA teaching materials by the Ministry of Education and Culture.Data collection techniques using document techniques. Data analysis techniques in this study used the Spradley model analysis techniques, through 4 stages, namely, domain analysis, taxonomy, componential, and cultural theme analysis. The findings in this study indicate that there are 5 types of illocutionary speech acts, namely assertive, directive, commissive, expressive, and declarative. These findings can have implications for language learning for foreign speakers, especially BIPA learning. Understanding illocutionary speech acts can help foreign speakers to develop communicative abilities of foreign speakers. Insight into knowledge of illocutionary speech acts can help foreign speakers understand cultural norms related to the use of the target language. Speech act studies can also improve the ability to understand and use language in appropriate social contexts. Insight into illocutionary speech acts also helps foreign speakers to be more careful of errors or misunderstandings in communication. Can be used as material for foreign speakers in negotiating, convincing, and influencing others when communicating.
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Nurilah, Indah, Refa Lina Tiawati y Wahyudi Rahmat. "Cultural Riches: An Analysis of BIPA Materials at Andalas University". Journal of Humanity Studies 2, n.º 2 (14 de diciembre de 2023): 100–106. http://dx.doi.org/10.22202/jhs.2023.v2i2.7559.
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This research is motivated by the cultural elements contained in the BIPA teaching materials at Andalas University. The method used in this research is content analysis. The data used is data obtained from cultural material contained in BIPA teaching materials at Andalas University. Data collection techniques use reading and note-taking techniques. The data sources in this research are six BIPA teaching materials including Indonesian language textbooks for foreign speakers (BIPA) at the basic level, Indonesian language textbooks for foreign speakers (BIPA) at the advanced basic level, Indonesian grammar for foreign speakers at the basic level, writing. Indonesian for basic level foreign speakers, listening Indonesian for basic level foreign speakers, speaking Indonesian for basic level foreign speakers from Andalas University. According to the results of the analysis, 2 vocal and language symbol systems were found, a knowledge system, a social organization system, a living equipment and technology system, a livelihood system, a religious and artistic system.
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Li, Ying. "English and Thai Speakers’ Perception of Mandarin Tones". English Language Teaching 9, n.º 1 (9 de diciembre de 2015): 122. http://dx.doi.org/10.5539/elt.v9n1p122.
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<p>Language learners’ language experience is predicted to display a significant effect on their accurate perception of foreign language sounds (Flege, 1995). At the superasegmental level, there is still a debate regarding whether tone language speakers are better able to perceive foreign lexical tones than non-tone language speakers (i.e Lee et al., 1996; Burnham & Brooker, 2002). The current study aimed to shed some light on this issue. Specifically, 24 adult Thai and 21 adult English speakers, who had no knowledge on Mandarin prior to participation in the study, were recruited. The participants’ accuracy in the perception of 4 Mandarin tones (T1, T2, T3, T4) was individually examined using an identification test. 288 stimuli of /ti/, /ta/, /tu/, /tʂhi/, /tʂha/, and /tʂhu/ produced in 4 Mandarin tones were prepared. The stimuli were embedded in a carrier sentence, and were produced by a female and a male native Mandarin speaker. According to the results, (1) none of the participants achieved 100% accuracy in any of the perception tests; (2) in the perception of Mandarin T1 and T4, the Thai speakers significantly outperformed the English speakers; (3) the Thai speakers and the English speakers displayed very similar degrees of difficulty in the perception of Mandarin T2 and T3; (4) the Thai participants’ most serious confusion was in the discrimination of T2-T3, whereas the English participants showed significant confusion in the identification of T1-T2 and T2-T3. The findings suggest that tone language speakers may benefit more from their L1 in the perception of foreign lexical tones than did the non-tone language speakers. However, the degree of the beneficial effect identified was limited.</p>
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Jiang, Xiaoming, Kira Gossack-Keenan y Marc D. Pell. "To believe or not to believe? How voice and accent information in speech alter listener impressions of trust". Quarterly Journal of Experimental Psychology 73, n.º 1 (6 de agosto de 2019): 55–79. http://dx.doi.org/10.1177/1747021819865833.
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Our decision to believe what another person says can be influenced by vocally expressed confidence in speech and by whether the speaker–listener are members of the same social group. The dynamic effects of these two information sources on neurocognitive processes that promote believability impressions from vocal cues are unclear. Here, English Canadian listeners were presented personal statements ( She has access to the building) produced in a confident or doubtful voice by speakers of their own dialect (in-group) or speakers from two different “out-groups” (regional or foreign-accented English). Participants rated how believable the speaker is for each statement and event-related potentials (ERPs) were analysed from utterance onset. Believability decisions were modulated by both the speaker’s vocal confidence level and their perceived in-group status. For in-group speakers, ERP effects revealed an early differentiation of vocally expressed confidence (i.e., N100, P200), highlighting the motivational significance of doubtful voices for drawing believability inferences. These early effects on vocal confidence perception were qualitatively different or absent when speakers had an accent; evaluating out-group voices was associated with increased demands on contextual integration and re-analysis of a non-native representation of believability (i.e., increased N400, late negativity response). Accent intelligibility and experience with particular out-group accents each influenced how vocal confidence was processed for out-group speakers. The N100 amplitude was sensitive to out-group attitudes and predicted actual believability decisions for certain out-group speakers. We propose a neurocognitive model in which vocal identity information (social categorization) dynamically influences how vocal expressions are decoded and used to derive social inferences during person perception.
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Kang, Sinuk y Yoonjae Nam. "Effect of Audiovisual Translation Mode on Perceived Truthfulness of Stories on Video". Social Behavior and Personality: an international journal 43, n.º 1 (7 de febrero de 2015): 137–44. http://dx.doi.org/10.2224/sbp.2015.43.1.137.
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We examined an audience's perception of the truthfulness of foreign-language speakers across various audiovisual translation modes. We randomly assigned 89 participants to 1 of 3 conditions: (a) English voiceover of Korean speech, (b) English subtitles over Korean speech, and (c) English speech only. Korean speakers in the English subtitle and voiceover conditions were judged as more truthful than Korean speakers in the English-speech condition. In addition, the multiple significant positive correlations among personality traits and truthfulness suggest that an audience judging translation modes may consider personality traits and recreate impressions of the speaker.
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Rijal, Andy Samsu. "Penggunaan Bahasa dalam Ranah Pariwisata; Studi di Kawasan Taman Nasional Bantimurung Bulusaraung Maros, Sulawesi Selatan". SASDAYA: Gadjah Mada Journal of Humanities 5, n.º 1 (27 de febrero de 2022): 37. http://dx.doi.org/10.22146/sasdayajournal.73287.
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The existence of tourism in the community provides an opportunity for the use of various language domains. The use of language by tour guides in National Park of Bantimurung Bulusaraung, Maros Regency, which is a Bugis-Makassar ethnic community, now used not only the regional language domain, Indonesian language, but also the Makassar Malay language (MML) domain and the foreign language (FL) domain. The use of this language is not only influenced by linguistic aspects but also influenced by non-linguistic aspects such as participant factors, speech situations, speech topics, the speaker's socio-cultural background and speech partners. This article described the forms and variations of language that arise from language contact by guides and tourists. The research method used is a qualitative method with anthropological linguistic approach. Data collection was done by recording and semi-structured interviews with several informants. From the research results found three language choices including single language variation (SLV), language code switching (CS), and code mixing (CM). There were three uses of SL variations, namely Bugis Language (BL), Makassar Malay (MML) and Indonesian Language (I.L) formal varieties. The used of CS from both Bugis to Makassar language (ML) was also found in local tourists (Bugis speakers or Makassar speakers), CS from regional languages (RL) to MML also occurs in interactions between speakers and tourists or speech partners who are not Bugis-Makassar speakers but were the speaker of other regional languages in South Sulawesi. The used of CS from MML to Indonesian language had a formal variety of interactions with domestic tourists. Variations in English Makassar Malay Language as both CS and CM were found in interactions with foreign tourists.
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Melinda, Sindi y Helmi Muzaki. "CERITA RAKYAT SEBAGAI UPAYA PENGENALAN BAHASA DAN BUDAYA INDONESIA DALAM PEMBELAJARAN BIPA". Jurnal Ilmiah SEMANTIKA 5, n.º 01 (31 de agosto de 2023): 1–8. http://dx.doi.org/10.46772/semantika.v5i01.1242.
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Indonesian is the official language and the unity of the Indonesian nation. Currently, Indonesian is increasingly in demand by foreign speakers with various backgrounds. Foreign speakers learn not only Indonesian but also Indonesian culture. This study aims to describe folklore as an effort to introduce the Indonesian language and culture to foreign speakers. The method used in this research is library research. The results showed that folklore could be used as teaching material to introduce the Indonesian language and culture to foreign speakers. The use of folklore can also be integrated into the four language competencies: listening, reading, speaking, and writing.
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Moran, Jerome. "Standard And Non-Standard Latin". Journal of Classics Teaching 19, n.º 37 (2018): 58–63. http://dx.doi.org/10.1017/s2058631018000090.
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Readers would do well to keep in mind at all times the following distinctions when reading this article: standard/classical and non-standard; native and non-native speaker; literate and illiterate. I use ‘second’ and ‘foreign’ interchangeably of a language, as any distinction that may be made is not relevant in the context of a world in which there were no nation-states (or notions of political correctness). If I were to prefer one to the other it would be ‘foreign’: native speakers of Latin regarded everyone else but Greek-speakers as foreigners, or, as they called them, barbari. The foreigners came to have a higher regard for Latin than the native speakers of Latin had for their languages; but unlike the British in more recent times the latter never sought to impose their language on the former, nor even to encourage its adoption by them.
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Korpal, Paweł y Mikołaj Sobkowiak. "The perception of native vs. non-native Danish speech: Bent and Bradlow’s matched interlanguage speech intelligibility benefit revisited". Scandinavian Philology 18, n.º 2 (2020): 284–96. http://dx.doi.org/10.21638/11701/spbu21.2020.204.
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The main objective of the study was to test the applicability of Bent and Bradlow’s matched interlanguage speech intelligibility benefit to the Danish-Polish language pair. We aimed to verify whether it was easier for Polish students of Danish to understand a Danish native speaker or a Polish speaker with a proficient command of Danish. Sixteen Polish students, divided into two groups of eight, listened to two recordings of two Danish texts: one recorded by a native speaker of Danish and the other one — by a native speaker of Polish who is a graduate of Danish philology from a Polish university. Before the experiment, all of the recordings were evaluated in terms of traces of foreign accent using a 7-point Likert scale, the experts being native speakers of Danish. The evaluators assessed the Polish native speaker’s pronunciation as proficient, but they identified certain segmental and suprasegmental features in his speech that are common indicators of a foreign accent in Danish. During the experiment, participants were asked to fill in each recording transcript with twenty missing words. The analysis of the results revealed that the participants scored higher when listening to the text recorded by the Polish speaker. Hence, the matched interlanguage speech intelligibility benefit was observed in a study using Polish as L1 (native language) and Danish as a foreign language. The study may provide a valuable insight into the question of non-native speech perception, foreign-accented speech and the veracity of the matched interlanguage speech intelligibility benefit for the Polish–Danish language pair.
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Nur’aini, Hesti Indah Mifta. "Error Analysis Speaking on Foreign Speakers: Case Study of Brazilian Youtuber". Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, n.º 2 (25 de julio de 2019): 165–68. http://dx.doi.org/10.30998/jh.v1i2.52.
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Bahasa Indonesia both orally and in writing that have rules of order in order to be used effectively. Foreign speakers are part of the Indonesian language learners because Indonesian becomes a foreign language for the learner. In the learning process found various errors. The purpose of this research is to explain and describe Indonesian language by foreign speaker, youtuber from Brazil. This research uses descriptive qualitative method with approach. The data source used video from youtube. Technique of data completion using note note. Then, the data is compiled by mistake. The results of the study indicate the existence of language errors at the level of phonology and morphology.
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Muhammad Aldhi Bagustha Utama, Bahrul Ulum y Winarsih. "STUDENTS’ RESPONSE TOWARDS THE IMPLEMENTATION OF FOREIGN INSTRUCTOR PROGRAMME IN HELPING WITH STUDENT’S SPEAKING SKILL". JOSAR (Journal of Students Academic Research) 9, n.º 1 (4 de abril de 2023): 111–16. http://dx.doi.org/10.35457/josar.v9i1.2766.
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The purpose of this study is to describe students’ response on how effective it is in hiring professional native English speakers in helping new learners to master their speaking skill. Foreign instructors can not only help in improving the speaking skill of the beginners, but they can also help to modify the optimal learning environment that can familiarise the beginners in the learning activities they are doing. Foreign professionals who are proposed to educate beginners must master teaching skill and be good at using 21st century technology. In this research paper, the experimental method is used to study this experiment. The main purpose is to find out if hiring native English speakers is very effective in helping beginners to master their speaking skills. The results found show that hiring a professional native English speaker is very effective in helping beginners in mastering speaking skills because in addition to the knowledge gained, speaking with a native English speaker directly helps beginners in speaking English.
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Au, Terry Kit-fong, Annie Fong-pui Kwok, Lester Chun-pong Tong, Liao Cheng, Hannah Man-yan Tse y Sun-Ah Jun. "The Social Costs in Communication Hiccups Between Native and Nonnative Speakers". Journal of Cross-Cultural Psychology 48, n.º 3 (10 de enero de 2017): 369–83. http://dx.doi.org/10.1177/0022022116687852.
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It is well-established that native speakers perceive nonnative speakers with strong foreign accents, compared with those with a more nativelike accent, as less intelligent and competent, less ambitious and dependable as coworkers, and less comfortable around native speakers. But little is known about how nonnative speakers themselves are affected when communication hiccups—often due to incorrect or accented pronunciations—occur in their conversations with native speakers. In this experiment, mispronunciations of an English word were elicited from native Chinese speakers in phone conversations via the Internet with an American English speaker, who then either asked for clarification of the word or showed no confusion about the word but asked about something else. Chinese speakers’ reactions were measured using a combination of self-reports, facial affective coding, and skin-conductance responses. When the American asked for clarification—compared with when he did not—Chinese speakers were left feeling more anxious, embarrassed, and unsure of their English abilities, as well as feeling less positive about the American, finding him less attractive socially and their conversation with him less enjoyable.
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Verhoeven, Jo, Guy De Pauw, Michèle Pettinato, Allen Hirson, John Van Borsel y Peter Mariën. "Accent attribution in speakers with Foreign Accent Syndrome". Journal of Communication Disorders 46, n.º 2 (marzo de 2013): 156–68. http://dx.doi.org/10.1016/j.jcomdis.2013.02.001.
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Ludington, Jason Darryl. "Does hearing several speakers reduce foreign word learning?" Computer Assisted Language Learning 29, n.º 3 (9 de enero de 2015): 539–60. http://dx.doi.org/10.1080/09588221.2014.993401.
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Kondo, Mariko y Rubén Pérez-Ramón. "Perception of Japanese accented English segments in words". Journal of Second Language Studies 6, n.º 2 (31 de diciembre de 2023): 210–37. http://dx.doi.org/10.1075/jsls.22017.kon.
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Abstract We studied the perception of segmental boundaries in native English and Japanese accents in terms of foreign accentedness, intelligibility and discrimination accuracy. Five American English vowels /ɪ, æ, ɑ, ə, ɝ/ and seven consonants /r, l, v, θ, f, t, k/ were extracted from English and Japanese words produced by an American English-Japanese bilingual speaker, and manipulated, with the acoustic properties shifting gradually from 100% Japanese to 100% American English using segmental foreign accent and gradation techniques. Perception tests were conducted online with native American English speakers, and groups of Japanese speakers with either low or high English proficiency. All three groups showed a negative correlation between the degree of foreign accent and intelligibility. Also, there was a greater reduction in intelligibility due to acoustic deviation from the native norm in consonants than in vowels. The results suggest that more standard-like accent does not necessarily improve intelligibility, thus highlighting the importance of FA research in terms of segmental accuracy.
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Mayrita, Hastari. "PEMANFAATAN MEDIA WORD SQUARE DALAM PENGEMBANGAN LEMBAR KERJA SISWA (LKS) KOMPETENSI MENULIS PENUTUR ASING". Jurnal Ilmiah Bina Edukasi 11, n.º 2 (15 de febrero de 2019): 61–74. http://dx.doi.org/10.33557/jedukasi.v11i2.179.
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Teaching materials is a thing that is needed by learners, especially foreign speakers who learn Indonesian. Teaching materials can also be used by Indonesian teachers to facilitate learning Indonesian language for foreign speakers. Teaching materials developed by researchers to facilitate the process of foreign speakers is LKS Bahasa Indonesia One of the teaching materials developed by researchers to facilitate the process of foreign speakers is LKS Indonesian Language people Foreign. LKS developed by researchers through this paper is LKS Writing Competency for Beginner BIPA Students. LKS developed by researchers based on word square learning model. Word square learning model is one of the contextual learning models that use media box answers. The problem in this research is how the needs of BIPA Beginner students and teachers in writing lessons that serve as learning materials development. The subject of this research is all BIPA students of Bina Darma University.
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Skarnitzl, Radek y Pavel Šturm. "Voicing Assimilation in Czech and Slovak Speakers of English: Interactions of Segmental Context, Language and Strength of Foreign Accent". Language and Speech 60, n.º 3 (8 de julio de 2016): 427–53. http://dx.doi.org/10.1177/0023830916654509.
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This study focuses on voicing assimilation across word boundaries in the speech of second language (L2) users. We compare native speakers of British English to speakers of two West Slavic languages, Czech and Slovak, which, despite their many similarities, differ with respect to voicing assimilation rules. Word-final voicing was analysed in 30 speakers, using the static value of voicing percentage and the voicing profile method. The results of linear mixed-effects modelling suggest an effect of first language (L1) transfer in all L2 English speaker groups, with the tendency to assimilate being correlated with the strength of foreign accent. Importantly, the two language groups differed in assimilation strategies before sonorant consonants, as a clear effect of L1-based phonetic influence.
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Subandiyah, Heny, Haris Supratno, Resdianto Permata, Abdul Rosyid, Etik Minarti y Fithriyah Inda Nur Abida. "Teaching Indonesian Language for Foreign Speakers in the State University of Surabaya: Strategies and Challenges". Randwick International of Education and Linguistics Science Journal 4, n.º 2 (11 de junio de 2023): 193–98. http://dx.doi.org/10.47175/rielsj.v4i2.667.
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This paper aims to discuss the challenges and strategies of teaching Indonesian language to foreign speakers in State University of Surabaya. This study emphasizes on the strategies that can be used to improve the effectiveness of Indonesian language teaching for foreign speakers, given the various challenges that arise during the teaching-learning process. The study was conducted using qualitative method and in-depth interviews as the data collection tool. The respondents in this study were 10 Indonesian language teachers for foreign speakers from various countries in Asia and Europe. The research results show that the first problem is related to the complex grammar of the Indonesian language, which is difficult for foreign speakers to grasp, and the need to adapt teaching methods to suit the learning style and needs of foreign students. The strategies to overcome these problems include simplifying the teaching of grammar through the use of practical examples, employing active learning through games and role-playing, and having student-centered teaching methods that are tailored to the needs and preferences of foreign students.
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Sari, Candrika Citra y Rindawati Rindawati. "English Listening Anxiety of Indonesian Speakers". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 15, n.º 1 (16 de junio de 2021): 11. http://dx.doi.org/10.24036/ld.v15i1.111327.
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Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.
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Onysko, Alexander. "Exploring discourse on globalizing English". English Today 25, n.º 1 (marzo de 2009): 25–36. http://dx.doi.org/10.1017/s0266078409000054.
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ABSTRACTA case study of discourse on anglicisms in German.“By recognizing our uncanny strangeness, we shall neither suffer from it nor enjoy it from the outside. The foreigner is within me, hence we are all foreigners. If I am a foreigner, there are no foreigners.” (Julia Kristeva, Strangers to Ourselves (1991)).Is Kristeva's dissolution of the notion ‘foreign’ also applicable to language? The nature of language as a semiotic system of arbitrarily bound units of meaning and form determines the essential foreignness of signifier and signified. As such, every linguistic unit is indeed intrinsically foreign on the level of designation and, thus, there is no foreign language. On the surface of human communication, however, incomprehensibility among speakers can emerge as a criterion of foreignness. The perception of the foreign in language is particularly tied to situations of contact between different language-cultural areas. Such contact can occur internally in a multilingual speaker or can be observed externally as happening in the speech community. In both ways, crucial to language contact is a perceived intertwining of linguistic units from at least two distant, i.e. incomprehensible, codes culturally rooted in diverse speech communities.
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Dinevich, Irina, Anna Ivanova y Ekaterina Kulikova. "Specifics of teaching Russian language phraseology to foreign students (based on the phraseological units with verbs of motion)". Revista Amazonia Investiga 12, n.º 68 (20 de octubre de 2023): 269–80. http://dx.doi.org/10.34069/ai/2023.68.08.25.
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This article is dedicated to the consideration of relevant methodological techniques of offline and online teaching of phraseological units with verbs of motion to foreign students taking into account the peculiarities of various teaching stages. The research novelty consists in the presentation of the polyvector module for working with phraseological units with verbs of motion to form language, sociocultural, sociolinguistic and cross-cultural competencies of a foreign speaker. When writing the article, the authors used the following methods: analytical method, component analysis, methods of interpretation and modeling. The analysis of the polyvector teaching module demonstrated that the acquiring process of Russian phraseological units by foreign speakers will be integral and effective, if lexical and grammatical material is selected in accordance with the criteria and objectives of each teaching level. The methodological techniques of the polyvector module take into account the features and objectives of teaching at each level; the system of the module tasks, implemented in the online format (mass open online course – MOOC) and offline, is aimed at developing foreign speakers’ skills and abilities to understand and use phraseological units with verbs of motion in speech in different communicative situations.