Non-native English Users Research Articles

Perception of reduced forms in English by non-native users of English.

The article reports the results of a study on the perception of reduced forms by non-native users of English. It tests three hypotheses: (i) reduced forms with context are recognized more accurately and faster than reduced forms without context; (ii) gradient reduction is perceived less robustly than the categorical one; and (iii) subjects with musical background perceive reduced forms better than those without. An E-Prime study on 102 Polish learners of English was implemented, comparing participants' accuracy and reaction times with a control group of 14 native speakers. The study was corpus-based and used 287 reduced forms from a corpus of Lancashire. The results indicate that (i) lexical context and phone density significantly affect perception, (ii) the category of reduction process (gradient or categorical) is irrelevant, and (iii) musical background only partially impacts non-native perception.

Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English – ERRATUM

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Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English

AbstractResearch on intelligibility in international encounters has long focused on issues of pronunciation to the detriment of factors such as linguistic co-text and extralinguistic context, which are comparatively well-studied variables in intelligibility research concerning L1 listeners. This paper seeks to expand the scope of international intelligibility research in this respect by reporting on a large-scale study involving 423 nonnative listeners at different proficiency levels, who transcribed words spoken with another nonnative accent under four conditions that varied in the availability of syntactic, semantic, and schematic cues. The results suggest that co-text and context as well as listening proficiency are crucial variables that ought to receive greater attention in research on international intelligibility. The pedagogical implications of these findings are addressed as well.

How Teachers Adapt Nine Kinds of Literary Language for Second-Language Learners

English literature is taught around the world. Most teachers of English in China are non-native English users. Most adapt literary texts for their second-language classrooms. Little research explores their processes of modifying texts. This study analysed data from 202 in-service and intending teachers, over four years. Teachers were asked first to adapt Jebb’s translation of Antigone, and then to adapt a second play text, either a Shakespeare or a 20th century play. The time taken to adapt Antigone was assessed, yielding a time estimate for adapting a full-length play text, as well as per page of literary language. Likert-scale survey data was taken for 9 different kinds of difficult language found in literary texts. Results indicated that NNESTs require about 40 minutes per page when adapting modern literary language. The find retaining poetic qualities while reducing text length, that is, moving between lexicogrammatical and discourse levels of the text, the greatest challenge in adapting literary language. They find texts with contemporary lexis and grammar are easier, where classical and historical references, subplots and details are difficult to handle. They find the task satisfying, pleasurable and interesting.

Making FAQ Chatbots More Inclusive: An Examination of Non-Native English Users’ Interactions with New Technology in Massive Open Online Courses

Making FAQ Chatbots More Inclusive: An Examination of Non-Native English Users’ Interactions with New Technology in Massive Open Online Courses

Typology of English–Korean code ambiguation

Bilingual code ambiguation (CA), also known as language play or punning, has been discussed for bilingual creativity as it requires English users to manipulate two languages in a single utterance (Moody & Matsumoto, 2003). Since Moody and Matsumoto (2003) suggested English–Japanese CA in the lyrics of Japanese popular (J-pop) music, some studies have paid attention to diverse aspects of bilingual creativity performed in this complex linguistic phenomenon (Luk, 2013; Rivlina, 2015; Scherling, 2016). They have reported non-native English users’ control over linguistic knowledge in phonological analogy (Moody & Matsumoto, 2003; Scherling, 2016), semantic relatedness and blending (Luk, 2013; Moody & Matsumoto, 2003), and socio-pragmatic functions (Luk, 2013; Rivlina, 2015). They have further suggested that CA needs to be viewed as bilinguals’ performative use of English and a local language to achieve symbolic goals (Moody & Matsumoto, 2003; Scherling, 2016).

Individual Sensitivity to Change in the Lingua Franca Use of English

The study of ongoing change in English typically focuses on studying evidence from codified varieties of the language. Recent corpus studies show, however, that advanced non-native users of English may display heightened sensitivity to features undergoing frequency shifts similar to that experienced by native speakers. In addition, most studies aiming to detect patterns of linguistic regularity utilize large data sets that attempt to minimize the presence of the individual. In this study, we focus on change in ELF and place non-native individuals at the center of attention. Our empirical section examines how aggregated features that are currently undergoing change in codified varieties of English vary in the repertoires of ELF users of Twitter. To carry out this task, this study utilizes geo-tagged tweets retrieved from the Nordic Tweet Stream. The data obtained from this real-time monitor corpus are freely available for research and re-use athttps://cs.uef.fi/nts/. For the analysis itself, we selected the idiolects of 150 individual users who actively tweet in English from geographically varying locations in Finland. As American English predominates with several patterns of linguistic change in codified varieties of English, a simplified dichotomy between American and British features is utilized as a conceptual tool for inspecting variation. The idiolects are analyzed from the perspective of spelling and lexico-grammatical and morphological variation, such as V+ -ing|V + infinitive (e.g.start doing|start to do) and expanded predicates (e.g.take a look|have a look). The quantitative observations show that, particularly in the case of grammatical features, ELF speakers appear to have generally adhered to ongoing linguistic change.

Relating a concordance-based cloze test to the model of communicative language ability: a verbal protocol study

The literature of empirical studies on the concordance-based cloze test (ConCloze) is far and few between. This is despite the fact that it has a potential for item writing without the aid of native speakers and for making use of corpus-based technology in task design. This article explores the test-taking processes and strategies of a ConCloze item variant. The aim is to investigate the substantive aspect of the construct validity for the item type and increase the generalizability of the findings in the universe of admissible observations. The sample consists of 14 non-native English users who are in higher education and engage with 3 test tasks each, totaling 42 verbal reports. The sampling method is purposive sampling, in which their first language profiles are maximized in terms of heterogeneity for increased power of generalization. It is found that Reading concordance lines and recognizing clue words inside is a major process, and Assessing item components and testing a meaningful compatibility of a word in context a secondary one. A model of communicative language ability is used to provide a context for task use in this study, where strategic competence is represented in ConCloze substantive validity.

English as a lingua franca defined by pre-service teachers: insights from theory and practice

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

The Multilayered Nature of Becoming Nonnative‐English‐Speaking Teacher

AbstractThis paper draws on an ethnographic research that examined Taiwanese international students’ identity movements before, during, and after their overseas education in Australia. Previous studies on nonnative‐English‐speaking teachers (NNESTs) studying TESOL in the West focused on the formation of their professional identity before and after the completion of TESOL programs abroad. This study pioneers a model which examines NNESTs’ multilayered complexity of identity formation by drawing on the Douglas Fir Group’s (2016) multifaceted nature of language learning and teaching and Wenger’s (1998) identification and negotiability of identity formation to analyze one Taiwanese student’s developing NNEST identity. We found the participant’s social life experiences reshaped her professional identity as NNEST. The user experience as a nonnative English speaker prompted her critical reflection on the notion of functional English user and teaching. This notion, shaped by social aspects of learning, was later demonstrated in her teaching practice. The study suggests: 1) that future research includes NNESTs’ social aspects of experiences as nonnative English users; 2) that SLA researchers for TESOL programs continue analyzing NNESTs’ deficit discourse with transdisciplinary approach.

Red Herrings and the Case of Language in UK Higher Education

Focusing on English in higher education, I argue that while other ‘real-world’ issues such as power differentials and racism undoubtedly have a role in some settings, in higher education the prioritising of native English is, in itself, a cause of injustice and inequality for non-native English users. I go on to discuss how an English as a lingua franca orientation can help to remedy this problem.

The Difficulties Faced by Indonesian EFL Learners in Pronouncing "S" and "Es" Suffixes in the Simple Present Tense Verbs and in Plural Form of Nouns

The authors perceive that Indonesian EFL learners find it challenging to pronounce -s and -es suffixes properly. This position was first established during the authors’ teaching experiences in some high schools, English centre course and colleges (for students majoring in English Education) in Indonesia. The observations were confirmed not only during teaching, but throughout the authors’ own English study. It seemed difficult to adhere to the rules of suffix use in spoken language, i.e. How -s and -es suffixes should and should not be pronounced during a conversation. Generally speaking, Indonesian EFL learners do not pay much attention to pronouncing the suffixes of -s or –es, and although many English users accept such mistakes in conversation with non-native speakers, it is not, however, an error a native-speaker is likely to make. In fact, this issue could lead to misunderstanding when non-native English users have conversations with native speakers. This study aims to present comparative literature review of a number research studies related to teachers’ experiences and other EFL learners. Firstly, this study explains a presentation of existing relevant research on pronunciation is offered. This is followed by an explanation of the specific difficulties faced by Indonesian EFL learners in pronouncing -s and -es suffixes in the present tense verbs and plural form of nouns. The discussion part suggests practical ways of dealing with the difficulties in pronouncing -s and -es suffixes of present tense verbs and the plural form of nouns, and proposes several activities to this end.

The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation

In the realm of English teaching and learning especially for those of non-native English users, English pronunciation instruction always calls for various techniques which can meet students’ conditions that are naturally affiliated with their psychological and cultural complexities. Thus, the present study aimed at examining the impact of one of English pronunciation instruction techniques, the so-called shadowing technique, on tertiary students’ English pronunciation at IAIN Curup, Bengkulu, Indonesia. An experimental study was conducted by engaging 40 tertiary English students selected randomly. They were split into two groups, wherein 20 students were taught English pronunciation using shadowing technique, and the rest 20 students were taught English pronunciation using a conventional technique. This study revealed that shadowing technique had a positive and significant impact on students’ English pronunciation. Their English pronunciation improvement encompassed various components such as monophthongs, diphthongs, triphthongs, semi-vowels, consonants, consonant cluster sounds, strong and weak forms, linking phonemes, syllable stresses, word stresses, sentence stresses, rhythm, pitch and intonation. Further studies are expected to scrutinize the effect of shadowing technique on English pronunciation by involving more samples, making use of gender difference as a moderator variable, and testing the retention of English pronunciation improvement.

Teacher professional development to implement Global Englishes language teaching

ABSTRACTThe sociolinguistic reality of English users becomes more diverse as the number of non-native English users increases. This changing landscape of English users has implications in English language teaching (ELT), which calls for the need to shift the ELT paradigm from valuing native-norm English to respecting the diversity of Englishes as a legitimate status. However, prior research has paid little attention to supporting teachers to bring change in their classrooms. This article presents an attempt to provide teacher professional development for English teachers in Thailand to implement Global Englishes language teaching (GELT). Using transformative learning theory, the professional development was designed to help teachers experience disjunctures through a series of transformative learning activities. A questionnaire, researcher’s field notes, and teacher’s reflection were used to document teachers’ attitudes toward GELT. The analysis showed that teachers reported positive feedbacks toward the activities, but attitudes toward GELT were observed to have minimal changes.

Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users

ABSTRACTThe aim of this paper is to analyse oral communication strategies in English as a foreign language (EFL) of deaf and hard of hard-of-hearing (D/HH) students. The paper is based on an action research case study concerning oral communication strategies of this group of students with special educational needs. The results demonstrate that when they communicate orally in the target foreign language, D/HH students use the same verbal, nonverbal, linguistic, and non-linguistic stimuli as their hearing peers, alongside certain characteristic communication strategies. The paper relates these students’ employment of various communication strategies to their greater autonomy, and emphasises the need to identify and promote beneficial communication strategies during EFL classes for the D/HH.

Non-Native Attitudes to /θ/ and /ð/: A European Case Study

This paper investigates the evaluation of the English sounds /θ/ and /ð/ as produced by European non-native speakers. Using the data from a larger web survey, we compared the error judgements by different native and non-native users of English. This was done to establish whether there is any normative convergence among European non-native speakers, or if this was counteracted by other patterns, such as the presence or absence of these sounds in their L1s. Our analysis shows that while European non-native judges do not differ consistently from native-speakers in their judgements, there are also subtle differences between different groups of non-native speakers, implying that we should be careful not to generalise across groups about non-native attitudes to these sounds.

An Investigation on Second Language Learners’ Production of Conventional Expressions in L2 Pragmatics

This study is designed to elicit second language learners’ production of conventional expressions in L2 pragmatics. A questionnaire was conducted to students who were required to write the oral responses towards 19 scenarios instead of answering the scenarios orally. In prepared scenario questionnaire, a production task was consisted of 19 scenarios, which demonstrate various speech acts. Such as, expressions of gratitude, apologies, warning, leave-taking, requests, condolences, declining offers, acceptance of offers, acceptance of request, acceptance of invitation, declining an invitation, an agreement, deflecting thanks… etc. Twenty four second grade students from Translation and interpretation department in an private university completed the questionnaires voluntarily, with no class credit and compensation available for participating in this research. No level differences were taken into consideration, and it is assumed that all participants are non-native upper-intermediate and advanced English users. Content analysis was applied to measure the frequency and rate in production of conventional expressions.

Transformation of English Language in Amitav Ghosh’s The Hungry Tide

With millions of non-native English language users, English has gained the position of ‘global language’ in the last century. English literature also has a significant number of non-native writers from around the world. While grasping their own cultures in English, these non-native writers have been transforming English language to a remarkable extent. On many occasions, these transformed varieties are recognised as versions of English language. This essay explores the notion of translingual writers and their use of English language, taking The Hungry Tide, a novel of the Indian translingual writer Amitav Ghosh, as an example. The novel is studied, along with the works of other researchers, with the sole focus on the transformation of English language in it. This study looks for the answers of two questions. They are: 1. How do the translingual writers justify their transformation of English language?; and 2. How is Amitav Ghosh transforming English language in The Hungry Tide and why is he doing it?

Teaching Business Communication Skills: A Clarion Call

English is an international business communication tool and it transcends cultures. The teaching of business English is different from that of General English in the sense that it is neither teaching just the four macro-skills nor enhancing mere business vocabulary. In fact, business English is taught on the assumption that general English language skills have already been acquired. Business English learners are prospective entrepreneurs, managers and leaders of industries at national and international levels and teachers face a huge challenge of helping them acquire an international communication skill-set through English as the medium. Most people who use business English are non-native users of English. They use it frequently not only among themselves, but use it occasionally with native speakers as well. Native speakers of English, of course, control world economy, science and technology, and trade and commerce. Moreover, business English is fast moving from the planet Earth to other planets since it is the only communication tool for international space research that involves billions of dollars from across the globe in its competition to explore other planets. Thus business English is used in different cultural environments and does not represent one culture that is often tied to it nationally or internationally. It transcends cultures and at the same time it respects them all. Hence, business English teachers need to recognize the paradigm shift in its cultural metamorphosis, to design trans-cultural English language learning materials, to identify communication skill-set, and to adopt appropriate teaching- learning methods. This paper interrogates constituent parts of international communication skill-set and argues that a task-based approach of ‘learning by doing’ is the need of the hour since it exploits essential and result-oriented andragogy and heutagogy of self-directed and self-determined learning processes lifelong.

Zooming in on Verbs in the Progressive: A Collostructional and Correspondence Analysis Approach

Quantitative corpus-linguistic approaches that are compatible with cognitive-constructional theories of language are on the increase in variationist English studies, but remain rare when it comes to study of the progressive aspect. The purpose of this study is therefore to road-test a two-step methodological approach in the investigation of over 6000 progressive constructions in five comparable corpora: the British, US, India, and Singapore components of the International Corpus of English (ICE), in addition to the recently released Corpus of Dutch English. Because the latter corpus followed the ICE design, it provides a valuable opportunity to investigate an as yet virtually unexplored population of non-native English users across seven different genres. First, successive covarying collexeme analyses were conducted of the variables verb and variety and then semantic domain and variety. The results confirmed several previous findings about, among other things, the strong association of progressive knowing with Indian English. Next, the results were fed into a correspondence analysis to explore, for the first time, the interactions between three variables in the use of progressive marking, semantic domain, variety and genre, revealing complex interplay between them. Ultimately, by contributing to the stock of methodological approaches used in variationist studies of the progressive aspect, the study provides a first step towards the development of detailed constructional profiles of the progressive across English varieties.