Teaching pronunciation: Truths and lies

Levis, John M.

doi:10.16993/bbz.c

Cited by 4 publications

(4 citation statements)

References 43 publications

(61 reference statements)

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“…An area that such transfer is easily observed is their nonnative speech, in other words, their foreign accents. One can possibly recognize NNSs and identify their L1 backgrounds because of such typical differences in speaking due to their foreign accents (Levis, 2022;Munro, 2008). A foreign accent refers to speech patterns that result from the influence of L1 on the L2 leading to differences from NS spoken productions (Derwing & Munro, 2015).…”

Section: 1interlanguage and Transfermentioning

confidence: 99%

“…For some learners, achieving a native-like accent may be a desired outcome for different reasons, but for the majority, being easily understood is a more practical and attainable goal (Jenkins, 1998;Kenworthy, 1987). Likewise, several researchers claim that the goal of learning pronunciation in L2 should ideally be to attain an intelligible pronunciation (e.g., Dewaele & Saito, 2022;Jenkins, 2000;Levis, 2022;Morley, 1991;Munro, 2008;Seidlhofer, 2011). It is considered unrealistic for most language learners to reach the same level of pronunciation as an NS and expecting nativeness as a goal may result in disappointment for many learners (Cook, 2008;Luoma, 2004).…”

Section: Nativeness Versus Intelligibility As a Teaching And Learning...mentioning

confidence: 99%

“…Investigations into the role of a foreign accent in L2 acquisition played an essential role in our understanding of the concept itself and its reflections in oral communication and L2 pedagogy. It is commonly acknowledged that accent is a natural phenomenon and that every speaker, NS or NNS, has a particular accent (Levis, 2022;Simpson, 2001;Yule, 2010). More importantly, it would be improper to label native and nonnative or foreign accents as right or wrong (Levis, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…It is commonly acknowledged that accent is a natural phenomenon and that every speaker, NS or NNS, has a particular accent (Levis, 2022;Simpson, 2001;Yule, 2010). More importantly, it would be improper to label native and nonnative or foreign accents as right or wrong (Levis, 2022). As Milroy ( 2006) also underlines, it is unacceptable to discriminate against someone due to their ethnic origins, social class affiliations, religions, or genders; yet some still find it normal to discriminate others on linguistic grounds, i.e., in employment situations.…”

Section: Introductionmentioning

confidence: 99%

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Foreign Accent, Identity and Accent Discrimination: A Literature Review

Uzun¹

2023

ijla

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This review paper aims to provide a comprehensive overview of the relationship between foreign accent, identity, accent discrimination, and second language acquisition (SLA). In this regard, the paper first examines the concepts of interlanguage and transfer, ongoing debates of nativeness and intelligibility principles as sound goals for language learning and teaching environments, and current perspectives on accent reduction, as well as the position of foreign accent in SLA. The next section introduces accent as an identity marker and discusses this concept, followed by an examination of the social dimensions of foreign accent and how it can affect identity formation. This includes discussions of how native and non-native speakers, and their foreign accents, are perceived by others in different contexts, the effects of foreign accents on NNSs' social experiences, sense of belonging, and their attitudes towards NS varieties. Then, accent discrimination and bias, particularly native listeners' perceptions of non-native speech, reported instances from employment situations, legal responsibilities and consequences involved are discussed based on the findings of reports and empirical studies. The paper also emphasizes the necessity of a more nuanced understanding of foreign accent and its role in language learning, as well as the importance of addressing the social dimensions of accent in language pedagogy. The study concludes with pedagogical implications of accent-related queries and ideas for further research.

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Section: 1interlanguage and Transfermentioning

confidence: 99%

Section: Nativeness Versus Intelligibility As a Teaching And Learning...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Foreign Accent, Identity and Accent Discrimination: A Literature Review

Uzun¹

2023

ijla

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Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors

Mei

2024

Journal of Sociolinguistics

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Accent often carries social implications and can serve as an identity marker, reflecting how speakers perceive themselves and how they wish to be perceived by others. This study employs a variationist approach to examine the agency of Chinese English language teachers in negotiating their professional identities through accent. Instead of a loose association between identity and accent, detailed sociophonetic analyses reveal that these teachers construct desired self‐representations through the strategic use of linguistic resources. Findings indicated that participants’ perceptions of the relationship between teacher qualifications and native‐like/first‐language‐influenced English accent can predict their pronunciation patterns. Relating to how they perceive nativeness and professional identity, participants’ use of robust DRESS–TRAP nuclei and larger tongue movements in MOUTH and PRICE can be interpreted as strategies to distance themselves from a “non‐native” identity, which is often stigmatized within the language teaching community. The utilization of stylistic resources allows participants to construct a professional teacher persona and signify expertise in language teaching.

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Perception of Prosodic Speech Features: Final Intonation and Word Stress for EFL Learners

Uzun

2024

Uluslararası Dil Edebiyat Ve Kültür Araştırmaları Dergisi

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The acquisition of intelligible pronunciation in a second language (L2) hinges on successfully managing the perception and production of speech features. In this regard, prosodic speech features, particularly intonation and word stress are of critical importance. This study investigates the diagnostic perception test results of the learners of English as a Foreign Language (EFL) (N=125) in Turkish higher education context, analyzing their scores on intonation and word stress sections. The results reveal that participants performed better on identifying final intonation patterns compared to word stress items while both areas demonstrated certain challenges. Scores were lower for items with final falling intonation, particularly evident in interrogative wh- / how questions, suggesting complexities in processing this feature. Additionally, word stress accuracy decreased with increasing syllable count. No significant correlation was observed between intonation and word stress scores. These findings highlight the importance of recognizing intonation and word stress as distinct yet interconnected aspects of pronunciation, calling for effective instructional approaches to address these key components of L2 sound system.

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Teaching pronunciation: Truths and lies

Cited by 4 publications

References 43 publications

Foreign Accent, Identity and Accent Discrimination: A Literature Review

Foreign Accent, Identity and Accent Discrimination: A Literature Review

Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors

Perception of Prosodic Speech Features: Final Intonation and Word Stress for EFL Learners

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