English Dialects Research Articles

Attitudes toward diverse English accents among Japanese elementary school students

AbstractThis paper explores Japanese elementary school students’ attitudinal responses toward diverse English accents presented in their multimodal course material. In the study, 86 sixth‐grade students (m = 48, f = 38) watched four self‐introduction videos representing Inner Circle and Expanding Circle accent varieties and rated the comprehensibility of each accent using 7‐point Likert‐type scales. In addition, they answered questions about proximity to their own accent and desirability as a learning model. Significant results suggest two major contradictions from previous studies; (1) that the White male American‐English speaker was rated least comprehensible among the four; (2) that the participants did not base their appraisal on closeness to a “native‐speaker” model in evaluating the idealness of an accent as a learning model. Based on the findings, I discuss the possible relationship between extended exposure and enhanced comprehensibility, the absence of “native‐speaker” benchmark among novice learners, and novice learners’ agency as an English user.

Teaching English Idioms: A Focus on Cultural Adaptation and Contextual Learning in Kosovo - Case Study: Public International Business College in Mitrovica, Kosovo

This study investigates effective strategies for teaching idioms to English as a Foreign Language (EFL) students, emphasizing the complexity of idiomatic expressions, which often convey figurative meanings different from their literal interpretations. Idioms are pervasive in mass media, textbooks, and everyday communication, presenting a significant challenge for learners. Our research explores multiple strategies to enhance idiomatic competence, including the incorporation of English idioms into contextual stories, the use of visual aids, and engaging activities such as group discussions and role-playing. These approaches aim to boost student motivation and encourage active participation. Special attention is given to cultural adaptation, with a focus on prioritizing meaning over form to preserve the cultural essence of the target language. The study acknowledges the role of personal values in shaping awareness and behavior, which in turn influence value orientations and social character. We propose various exercises to assess students’ understanding of idioms, contributing to the development of culturally adaptive and contextually relevant teaching methodologies. Our findings suggest that these strategies not only improve idiomatic comprehension but also foster a deeper cultural connection and appreciation among learners. Received: 16 August 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Korean University Students’ Perceptions of English Idioms

Objectives This study investigates the psychological language distance regarding types of English idioms among Korean undergraduate students to elucidate the mechanisms of language transfer, hypothesizing that the perception of semantic similarity between Korean and English idioms leads to positive transfer. Methods A total of 82 undergraduate students in a metropolitan city participated in a questionnaire study that categorized English idioms based on semantic and formal similarity between Korean and English. The validity of findings regarding language transfer is enhanced when data on psychological perception, reflecting the process of language transfer, corroborates comprehension data, indicating the outcome of language transfer. In the questionnaire, therefore, the participants' psychological perceptions of the ease and difficulty of English idioms were measured using a Likert scale, and their comprehension of English idioms was assessed using a multiple-choice format. In addition, since idioms with prior knowledge are automatically processed and language transfer does not work, participants were asked to mark the items that they had prior knowledge of to exclude them from the data analysis. Results Korean students' perceived ease with English idioms was in the order of cognate idioms > pragmatic idioms > L2-only idioms > false friends idioms, while the accuracy rates of idiom comprehension were ranked as cognate idioms > pragmatic idioms > false friends idioms > L2-only idioms. The results showed that semantically similar idioms (i.e., cognate idioms, pragmatic idioms) were perceived as easier and had higher accuracy rates compared to dissimilar idioms (i.e., L2-only idioms, false friends idioms), supporting the Contrastive Analysis Hypothesis concerning transfer of meaning. However, psychological perception and accuracy rate data for dissimilar idioms produced conflicting results regarding psychological language distance. Nevertheless, pragmatic idioms with similar meanings but different forms between Korean and English were perceived as easier and had higher accuracy than false friends idioms with different meanings but similar forms. This suggests that the perception of cross-linguistic semantic similarity, rather than formal similarity, triggers positive transfer. Conclusions This study confirms the Psychotypology Hypothesis proposed by Kellerman (1983), which posits that perceived cross-linguistic similarity leads to language transfer, as supported by corroborative evidence from psychological perception and accuracy rate data. However, conflicting findings within dissimilar idioms suggest the need for follow-up studies employing various methods to measure psychological language distance, thereby validating the reality of language transfer more robustly.

Corrigendum to “Test-Takers’ Perceptions of the Inclusion of Different English Accent Varieties in the IELTS Listening Tests”

Corrigendum to “Test-Takers’ Perceptions of the Inclusion of Different English Accent Varieties in the IELTS Listening Tests”

Predictors of sentence recall performance in children with and without DLD: Complexity matters.

Using archival data from 106 children with and without DLD who spoke two dialects of English, we examined the independent contributions of vocabulary, morphological ability, phonological short term memory (pSTM), and verbal working memory (WM) to exact sentence recall, ungrammatical repetition, and incorrect tense production. For exact repetitions on simpler sentences, performance of the DLD group was predicted by morphological ability, pSTM and WM, while that of the TD group was predicted by vocabulary and sometimes pSTM. On complex sentences, performance of the DLD group was predicted by morphological ability, and the TD group was predicted by pSTM and WM. For ungrammatical repetitions and incorrect tense, morphological ability was a factor for both groups, with WM also affecting the DLD group for ungrammatical production. Thus, sentence recall taxes multiple resources, with more and different factors being taxed at lower levels of complexity for children with DLD than those without.

The Effect of YouTube on Speaking and Listening Skills of Students

In an English as Foreign Language context like Saudi Arabia, university business students face a difficult challenge to speak in English and to understand what is spoken. The students don’t have the opportunity in their daily life to listen to native speakers in or outside the classroom, but they are expected to listen to the text book audios in the classes spoken by the native speakers of English. Therefore, the difficulty rises in Listening and Speaking Skills Course as the students are not exposed to the British accent. In order to solve this problem, the researcher used YouTube videos spoken by the native speakers in the experimental group, and the control group just had the normal practice of listening to only the textbook audios. The researcher adopted quasi-experimental design with pretest and posttest in both control and experimental groups and analyzed the performance of the students using SPSS and Excel. The study proved that the results of experimental group improved significantly in their listening comprehension skills and performed better in their presentations than the control group. In the English as Foreign Language contexts, where business students fail to have exposure to the native accent of English, YouTube videos can make a great contribution in improving their listening and speaking skills.

A Contrastive Analysis between English Idioms and Their Indonesian Equivalents in the Book Tintin in America by Herge (1932)

This study focuses on employing a descriptive and qualitative research approach. The objective of this research is to discern similarities, differences, predictions of translating problems based on similarities and differences between English Idioms and their Indonesian equivalents. The analysis focuses on the book Tintin in America by Herge (1932). The results indicated the presence of 55 English idioms which consisted of 22 verbal idioms, 12 informal idioms, 5 idioms containing special keywords, 4 idioms related to specific themes, and 12 idiomatic pairs. Regarding the similarities and differences, within the Verbal Idiom category, researchers observed that there was 0 similarity between the 55 English Idioms and their Indonesian counterparts, and there were 55 differences between the 55 English Idioms and their Indonesian counterparts. Based on the differences, Indonesian learners may face problems when translating informal idioms, idioms containing special keywords, idioms related to specific themes, and idiomatic pairs. Within informal idioms, the Indonesian learners may make a mistake by translating, for example, It looks pretty phoney to me into *Bagi saya itu terlihat sangat palsu, instead of the better one Mencurigakan sekali. This is because the English expression is idiomatic, while its Indonesian equivalent is non-idiomatic. A word-by-word or literal translation is probably made due to the difference. The case may also happen when the Indonesian learners are translating idioms containing special keywords, idioms related to specific themes, and idiomatic pairs, for example: the English expression Good gracious! into the Indonesian equivalent *Baik hati, instead of the better one Astaga!; the English expression Glad to be back on my feet again into the Indonesian equivalent *Senang bisa kembali dengan kaki saya lagi, instead or the better one Senang sudah bisa jalan lagi; and the English expression The whole bunch of cut-throats into the Indonesian equivalent *Sejumlah pemotong tenggorokan, instead of the better one Semua bandit yang ada disini

The Application of Semantic Cognitive Mechanism of English Idioms in Idiom Teaching

This article takes the perspective of cognitive linguistics and applies the semantic cognitive mechanism of English idioms to analyze the motivation between the generation and meaning of idioms. It explores the teaching of English idioms based on motivation analysis and proposes several suggestions and strategies for idiom teaching, hoping to benefit English idiom teaching.

Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education globally.

Socio-Cultural, Educational, and Psychological Barriers in ESL Learning: A Qualitative Study of Senior High School Students

This qualitative study explores the complex issues faced by the Senior High School students in learning ESL. Using the interviews and focus group discussions, this study aims at finding out the students’ experience, perception and challenges relating to their English accent. Ten male and twenty female students from the socio culturally and linguistically diverse school in Cotabato City Division volunteered for the study, offering information on the socio cultural, educational, and psychological aspects affecting their ESL learning during the academic year 2022-2023. The study shows that low students’ interactions in English beyond the classroom, the preferred use of students’ native language patterns, and inadequate amounts of exposure to English contexts are specific socio-cultural factors. Learning difficulties include; the imbalance in teachers’ competency, instruction, and teaching methods, and student supplies. On the psychological level, students have anxiety, unstable motivation, and problems with self-efficacy, which provides a meaningful addition to learners’ difficulties. Thus, this study recommended the need to tackle these challenges by increasing the training of teachers, developing quality teaching and learning materials, and providing effective learning conditions. These include promotion of English in contextual setting, computer aided instruction, offering counseling and psychological services to boost the learners’ morale. The findings of this study are hoped to help educators, and relevant stakeholders understand the best practices on how to help ESL learner Senior High School Students to break barriers and succeed academically and in their future careers as the world becomes a global village.

The Role of English Pop Songs in Listening Skills Learning among Maritime Students

Effective listening is important for seafarers, but often overlooked in English language teaching. Listening skills are often overshadowed by grammar and writing instruction. To address this problem, researchers and educators are exploring innovative approach in improving listening comprehension, including the use of pop songs as a potential tool to help the students. This study aims to investigate engineering students’ perceptions towards the use of English pop songs in listening exercises and assessing the effectiveness of this approach in improving their listening comprehensions, especially in Maritime English subject. This study employs a descriptive qualitative approach and using two instruments to gather the data. The first one is a questionnaire to gather data on students’ perceptions, attitudes, and experiences related to using English pop songs for listening improvement. Focus group discussion is conducted to dig deeper into students’ perspective and gather qualitative data. The respondents of the study are twenty students from the fourth-semester in Marine Engineering Program at Akademi Maritim Nusantara Cilacap. The questionnaire revealed positive perceptions toward the use of pop songs for vocabulary enrichment, pronunciation practice, and overall listening comprehension. However, the respondents also identified challenges related to different English accents that they hear in the songs. Moreover, focus group discussion emphasized the enjoyment and the motivation the respondents experience in their lessons compare to traditional listening materials. To conclude this study, the finding suggests a positive perception from the students that the use of English pop songs help them improve their listening skills.

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

AbstractAccent 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.

Personality as a correlate of pronunciation attainment: The case of formal setting with explicit pronunciation-focused instruction

The paper reports a study examining which Big Five personality traits correlate with pronunciation attainment of students who had been offered systematic long-term explicit pronunciation-focused instruction. The participants were 47 English majors just finishing their one-year course of practical English phonetics at the University of Wrocław, Poland. The five personality traits were measured with the use of a Polish version of Goldberg’s instrument, i.e. IPIP-BFM-50 (Struś, Cieciuch, Rowiński, 2014). The personality traits were then correlated with the students’ pronunciation proficiency represented by their (1) phonological competence, (2) pronunciation of selected vocabulary, and (3) accuracy in pronunciation operationalised as correct production of selected segments, rhythm, and consistency in using a chosen native English accent (RP or GA) when reading aloud a short passage with focus on its meaning. All of the judged aspects of pronunciation were explicitly drawn attention to and practised during the course of phonetics. The results of correlation analyses revealed that Openness to experience and Conscientiousness were significantly and positively linked to pronunciation attainment, with the former showing moderate and large effect sizes, and the latter, small and moderate effect sizes.

The High Rising Terminal in the Intonation System of the Modern English Language

Introduction. The article examines changes taking place in the intonation systems of modern varieties of the English language by analysing the use of the High Rising Terminal (HRT). Received pronunciation (RP), which is recognised as standard pronunciation in the United Kingdom, Australian English accents and Northern Irish English accents (accents of Belfast) have been chosen as the subject for this study. Intonation contours containing the HRT are compared in order to reveal any similar features regarding their realisation and functions. The results of this comparative analysis will show to what extent other varieties of English may be attributed to the changes in the intonation system of the modern RP. The present study is unique in that the material for the comparative analysis of the functions of the HRT includes recordings of spontaneous speech of the speakers of modern English accents. This study is relevant due to the growing interest in the modern changes in the intonation systems of different modern English dialects. The results of the comparative analysis show whether these changes can be considered universal across different English dialects.Methodology and sources. The material for the present study includes audio samples of spontaneous speech represented by dialogues between native speakers of Standard British English, Australian English and Belfast English. The samples containing the HRT have been acoustically analysed. The lexical and communicative context of the samples have been evaluated in order to determine the functions of the phonetic contour.Results and discussion. One of the main findings of this study is a new function of the HRT in RP that has not been found in the classical descriptions of the accent. The acoustic analysis of the realisations of the HRT has also revealed a number of similar features between the modern accents of English analysed in this study.Conclusion. Many changes taking place in modern varieties of English have been caused by globalisation. Even though RP accent is considered to be the standard accent of British English, it is also subject to change.

‘Is he a barrister or not?’

Barristers present formalised legal arguments before courts and tribunals. As a result, considerable focus is placed on their oral skills. However, people are frequently judged by the accent they use. Those with a more standard accent – ‘Received Pronunciation’ (RP) in the UK – can be perceived as more intelligent and eloquent. This creates a barrier to social mobility because accent-based bias can discriminate against those with non-standard accents. This article examines how the public perceives barristers in England and Wales with different accents and investigates experiences of barristers to establish whether accent discrimination disadvantages certain speakers. It includes an online survey of the general public which found that RP and South-East English accents are still seen as more prestigious. In addition, interviews with barristers illustrate how accent discrimination is widespread and affects career progression.

Categorization of second language accents by bilingual and multilingual listeners.

This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety-eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)-unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed-effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non-native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication.

Engaging Vernacular Languages and Cultural Diversity in Producing Laughter in Standup Comedy Shows: Translations of Punchlines in the Subtitles of Jo Koy's Netflix

This study explores the engagement of vernacular languages and the nuances of cultural diversity in the translation of punchlines in standup comedy shows. It examines Jo Koy's Netflix. Jo Koy, an American comedian with a Filipino mother, often associates Filipino English and culturally specific references into his routine and makes humor by relating his cultural background. However, translating humor for a global audience is not easy, especially while keeping the humor impact of vernacular languages. This research focuses on the cultural diversity issues in translating punchlines, and interactions between two different elements: English and Indonesian. It examines subtitles from Jo Koy's comedy show ‘Comin' In Hot’, broadcast on Netflix, and the context: the Hawaiian and Indonesian audience, and the American comedian. The study demonstrates that standup comedy shows address cultural diversity. Hawaii, the similarities between Mexicans and Filipinos, Asian English accents, Jo Koy's mother, Filipino culture, and the father-son relationship are all referred to in the punchlines. Delivery of the punchlines articulates the notion of 'difference' and personal connection. In them, cultural issues rise through place names, customs, beliefs, linguistic culture, characters, and objects. Translation techniques such as compressing, shifting, borrowing and adding are used to reach the audience. When employing these techniques, space limitations, duration, understanding of the audience, and cultural issues play a role. The study suggests that the intersection of language, culture, and translation in global media contribute to a broader understanding of how comedy can transcend linguistic boundaries while retaining its original comedic intent.

Perceptual Benefits of Linguistic Diversity and Language Background: Evidence from Auditory Free Classification of English Dialect Accents and Asian-Accented English

Non-linguistic factors leave a distinct thumbprint on our speech production that is perceptible to listeners. A steadily growing line of research demonstrates that listeners can perceive a contrast between native and non-native (L2) speakers based on accents and further classify these speakers according to dialectal variation, even when they are not native speakers of a language. Most of these studies have focused on dialectal variation within US English speakers, a combination of US and International English dialects, or L2 speakers representing a wide range of languages. Most have also featured listeners who are monolingual native speakers of the target language coming from a homogenous background, or a contrast between these and a targeted set of L2 speakers. We therefore lack knowledge of how exposure to, or familiarity with, diverse accents and languages, or specific native language competence of the native language of L2 speakers, can guide listeners’ accent perception and categorization. In this research, we employed a free classification task, presenting listeners with speech samples of native speakers with accents representing multiple English dialects, and L2 speakers of nine Asian languages across three geographic regions speaking Asian-accented English. There were six groups of listeners: monolingual US English listeners in a diverse linguistic context, monolingual US English listeners in a homogeneous linguistic context, native speakers of a non-Asian language and English (bilinguals), and native speakers of each of the three target Asian language groups who are L2 speakers of English. The results reveal that nearly all listeners are sensitive to accents capturing native/L2 contrasts and dialectal variation in English. While regular exposure to a diversity of accents results in increased classification accuracy, classification of Asian L2-accented English speakers is best performed when there is alignment of similar language family and geographic area, as demonstrated by South Asian listeners.

Tempo variation in regional speech (based on northern and southern English dialects)

Tempo variation in regional speech (based on northern and southern English dialects)

The effect of “Harry Potter and Philosopher’s Stone” movie in students’ British accent pronunciation

This study aimed to examine the impact of utilizing the Harry Potter movie, "Harry Potter and the Philosopher's Stone", as an educational instrument to facilitate the enhancement of year-9 SMP Negeri 06 Pontianak students' proficiency in British accent pronunciation. The research employed a pre-experimental research design, with a one-group pre-test and post-test approach, utilizing a sample of 30 IX C students selected through cluster random sampling methodology. The data were collected through pre-test and post-test assessments, which demonstrated that the result of the students' pre-test was lower than the post-test (85>16.67). Furthermore, the results indicated that the t-test exceeded the t-table value (28.47>1.699), thereby demonstrating a statistically significant effect. The results of the research analysis revealed that the null hypothesis was rejected while the alternative hypothesis was accepted. In addition, the effect size score (3.34) denoted a strong effect of the movie "Harry Potter and the Philosopher's Stone", which could be concluded that the Harry Potter movie had a very significant impact on students' ability to pronounce English words properly, particularly in British accent. The findings suggest the potential of the aforementioned movie as a medium for teaching British accent pronunciation to students, which despite on its initial purpose that the Harry Potter movie is recommended media to be used for teaching ninth-grade students.