Effectiveness of Two Different Approaches to Accent Modification Services for Non-Native English Speakers of Korean Background

2013 ◽  
Vol 20 (3) ◽  
pp. 127-136 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Sherry Sancibrian
Keyword(s):  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Vowel Production ◽  
Minimal Pairs ◽  
Similar Percentage ◽  
Correct Pronunciation ◽  
Korean Speakers ◽  
Accent Modification ◽  
Segmental Approach

This study evaluated effectiveness of two different approaches to accent modification for non-native English speakers. Eight native Korean speakers of English participated. English labio-dental fricatives, liquids, and front vowels were targeted. Half of the participants received accent modification services with a focus on individual sound drills (segmental approach) while the other half received services using minimal pairs (contrastive approach). The percentage of correct pronunciation was measured for each consonant and vowel category during each session. The results of this study revealed that both groups of Korean speakers showed a similar percentage of correct pronunciation for consonant production. However, those who received the contrastive approach demonstrated higher accuracy in vowel production than those who received the segmental approach. The results of this study suggest that contrastive approaches may be useful for non-native English speakers of Korean background, especially for vowel production.

Fillers, Repairs and Repetitions in the Conversations of Saudi English Speakers: Conversational Device or Disfluency Markers

2018 ◽  
Vol 10 (6) ◽  
pp. 193
Author(s):  
Yaseen A. Azi
Keyword(s):  
Discourse Analysis ◽  
Literature Review ◽  
Nonnative Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Other Hand ◽  
Different Levels ◽  
Normal Speaking

Based on the literature review, the three patterns (fillers, repairs and repetitions) in the conversations of the native English speakers are generally regarded as results of the normal speaking between people. On the other hand, the same patterns in the conversations of the L2 speakers are always seen as a marker of disfluency and linguistic disabilities of the nonnative speakers. Therefore, this study simply focuses on finding how the three disfluency patterns are used by the Saudi English speakers from different levels of fluency. The sampling of the study includes two groups of participants from different fluency levels. Through the transcriptions and the discourse analysis of one hour recoding of the two groups, the results showed that the three patterns (fillers, repairs and repetitions) should not be generally associated with disfluency. Instead, repetitions and self-repairs have been equally used by the two groups and such patterns can be used as a conversational device. However, the filler “uh” with longer pausing can clearly predict disfluency among the Saudi English speakers. 

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

The relative contribution of segments and intonation to the perception of foreign-accented speech

2015 ◽  
Vol 37 (2) ◽  
pp. 303-322 ◽  
Author(s):  
JOAN SERENO ◽  
LYNNE LAMMERS ◽  
ALLARD JONGMAN
Keyword(s):  
Fundamental Frequency ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
Foreign Accent ◽  
English Speakers ◽  
Relative Impact ◽  
Accented Speech ◽  
Relative Contribution ◽  
Accented English

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.

Effects of Altered Fundamental Frequency on Nasalance during Vowel Production by Adult Speakers at Targeted Sound Pressure Levels

2009 ◽  
Vol 46 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Kerry C. Mandulak ◽  
David J. Zajac
Keyword(s):  
Fundamental Frequency ◽  
Outcome Measures ◽  
Sound Pressure ◽  
Native English Speakers ◽  
English Speakers ◽  
Vowel Production ◽  
Chapel Hill ◽  
Velopharyngeal Function ◽  
The University ◽  
Normal Speech

Objective: This study investigated the effects of altered fundamental frequency (F0) on nasalance levels of the vowels /i/ and /a/ produced by adults without cleft palate within a controlled sound pressure level (SPL) range. Design: A prospective group design with convenience sampling from the University of North Carolina at Chapel Hill was used. Participants: 20 men and 20 women participated, aged 18 to 55 years. All were native English speakers with normal speech and language skills and adequate velopharyngeal function. Main Outcome Measures: The outcome measures were percentage nasalance obtained from the Nasometer 6200 (KayPentax) headset and the Computerized Speech Lab Model 4400 (CSL, KayPentax) during vowel production while speakers (1) targeted an SPL range of 75 to 85 dB and (2) targeted the SPL plus F0 range of 165 to 175 Hz. Results: A significant univariate effect was found for the vowels /i/ and /a/ in the targeted SPL condition such that /i/ was produced with higher nasalance than /a/. A significant univariate effect was also found during production of /a/ in the targeted SPL plus F0 condition such that men produced /a/ with higher nasalance than women did. Conclusions: SPL appears to largely account for percentage nasalance differences between the vowels /i/ and /a/ produced by adult male and female speakers. Increased F0 by male speakers appears to influence percentage nasalance during production of the vowel /a/. Clinical implications in regard to assessment of hypernasality are discussed.

scholarly journals Specificity of Interaction of Cooperative and Non-cooperative Tactics While Communicating in English as Lingua Franca

2019 ◽  
Keyword(s):  
Aggressive Behavior ◽  
First Language ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Lingua Franca ◽  
Substitution Principle ◽  
The One ◽  
English As Lingua Franca ◽  
Negative Stereotyping

This article discusses the specificity of interaction of cooperative and non-cooperative tactics. Such interaction occurs during a person’s discursive adaptation while communicating in English as a lingua franca. Based on A. Cogo research, we differentiate between English as a lingua franca (ELF) and English as a native/first language (ENL). The above, in its turn, explains the fact that native English speakers will most likely adapt to interaction in ELF rather than impose ENL standards on non-ENL speakers. The following principles of tactic interaction have been singled out: a) unification and b) substitution. Tactic interaction based on the principle of unification presupposes using one tactic that ensures successful realization of the other. That is how the negative stereotyping tactic in conjunction with the intimacy achievement tactic ensures the successful realization of the latter. Another example of tactic interaction based on the principle of unification is the interaction of the intimacy achievement tactic with the one of intimacy achievement / manipulation. In case of the latter, politeness that is characteristic of the intimacy achievement tactic can be used with a non-obvious purpose. In case of tactic interaction based on the substitution principle, there is a transition of one tactic to the other, thus achieving the communicative goal. For example, manifestation of aggression can be changed by the tactic of intimacy achievement. In that case, a communicant’s aggressive behavior can be changed into the reconciliatory one, thus demonstrating readiness to achieve intimacy.

scholarly journals FEATURES OF LOCAL VS FOREIGN ENGLISH TEACHERS: CASE STUDY IN TAIWAN

2020 ◽  
Vol 30 (3) ◽  
pp. 540-550
Author(s):  
E.L. Yakovleva
Keyword(s):  
Role Models ◽  
Native English Speakers ◽  
Asian Students ◽  
English Speakers ◽  
Foreign Teachers ◽  
English Class ◽  
Study Results ◽  
Cultural Mediators ◽  
Correct Pronunciation ◽  
Native Teachers

The article proves the stereotypical thinking of Asian students that the native English speakers are better than the non-native teachers of English. The study results conform to most research results of numerous works that both kinds of teachers have their advantages in certain areas. For example, foreign teachers are good role models for correct pronunciation, extensive and proper vocabulary use and competent cultural mediators, whereas the local teachers facilitate the English learning of grammar, teach translation skills, prepare for domestic exams and others using linguistic-analytical approach. For the effective English class what should count is the valuable linguistic and pedagogical proficiency of both NNESTs and NESTs. So, for the balanced teaching and better learning outcome, it is advisable to implement both kinds of teachers who should often collaborate and complement each other.

Aspectual marking among English and Korean learners of Mandarin Chinese

2012 ◽  
Vol 1 (1) ◽  
pp. 3-32 ◽  
Author(s):  
Wai Lan Tsang,
Keyword(s):  
Mandarin Chinese ◽  
Native English Speakers ◽  
English Speakers ◽  
Small Scale ◽  
Frequency Of Occurrence ◽  
Aspect Hypothesis ◽  
Similarities And Differences ◽  
Korean Speakers ◽  
Situation Types ◽  
Korean Learners

AbstractThe present study reports on a small-scale investigation of Mandarin aspectual marking among two groups of pre-intermediate learners of Mandarin Chinese: native English speakers and native Korean speakers. The use of -le, -guo, and -zhe in the learners' written work was examined, with particular attention to three variables: (i) overall frequency of aspectual marking, (ii) frequency of occurrence of each marker, and (iii) interaction between these markers and situation types (Smith 1997). The learners' patterns were also compared with those of a group of native Mandarin speakers and analysed in terms of the postulates of the Aspect Hypothesis (Andersen & Shirai 1996, Bardovi-Harlig 2000). The overall analysis discerned both similarities and differences in the usage of the three markers among the learners. Such patterns are likely to be related to the distinctive nature of the markers, type of genre, the learners' L1 aspectual systems, and classroom/textbook input.

scholarly journals Antecedent Retrieval with Repeated Name Anaphors in Japanese: Topic and Subject

2017 ◽  
Vol 8 (4) ◽  
pp. 663
Author(s):  
Shinichi Shoji
Keyword(s):  
First Language ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Native Japanese Speakers ◽  
Other Hand ◽  
Japanese Speakers ◽  
Reading Experiment

The present study tested whether repeated-name anaphors in Japanese elicit different effects in retrieving antecedents, depending on the anaphors being either a topic anaphor appended with the topic marker wa or a non-topic anaphor with the nominative marker ga. Early studies have shown that pronoun anaphors facilitate faster retrieval of their antecedents relative to repeated name anaphors, when the anaphors are grammatical subjects that refer to salient antecedents. In Japanese, however, grammatical subjects can be further classified into topic-subjects marked by wa and non-topic subjects marked by ga. Therefore, different antecedent-retrieval patterns may be possible between topic-wa and topic-ga even when they both were repeated-name anaphors. In addition, the present study investigated this issue with native English speakers who were learners of Japanese. Because their first language, English, does not overtly mark an entity as topic or non-topic, it was predicted that they might be relatively insensitive to anaphors’ topic-hood and may not show different effects between topic-wa and non-topic-ga. A self-paced reading experiment showed that native Japanese speakers retrieved antecedents faster for repeated-name topic-wa anaphors than for non-topic-ga. On the other hand, native English speakers showed only marginally faster retrieval of antecedents for topic anaphors compared with to non-topic anaphors.

Prosody and Semantics Are Separate but Not Separable Channels in the Perception of Emotional Speech: Test for Rating of Emotions in Speech

2016 ◽  
Vol 59 (1) ◽  
pp. 72-89 ◽  
Author(s):  
Boaz M. Ben-David ◽  
Namita Multani ◽  
Vered Shakuf ◽  
Frank Rudzicz ◽  
Pascal H. H. M. van Lieshout
Keyword(s):  
Selective Attention ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Emotional Prosody ◽  
Emotional Speech ◽  
Discrete Emotions ◽  
Complex Interplay ◽  
Speech Test ◽  
Verbal Content

Purpose Our aim is to explore the complex interplay of prosody (tone of speech) and semantics (verbal content) in the perception of discrete emotions in speech. Method We implement a novel tool, the Test for Rating of Emotions in Speech. Eighty native English speakers were presented with spoken sentences made of different combinations of 5 discrete emotions (anger, fear, happiness, sadness, and neutral) presented in prosody and semantics. Listeners were asked to rate the sentence as a whole, integrating both speech channels, or to focus on one channel only (prosody or semantics). Results We observed supremacy of congruency, failure of selective attention, and prosodic dominance. Supremacy of congruency means that a sentence that presents the same emotion in both speech channels was rated highest; failure of selective attention means that listeners were unable to selectively attend to one channel when instructed; and prosodic dominance means that prosodic information plays a larger role than semantics in processing emotional speech. Conclusions Emotional prosody and semantics are separate but not separable channels, and it is difficult to perceive one without the influence of the other. Our findings indicate that the Test for Rating of Emotions in Speech can reveal specific aspects in the processing of emotional speech and may in the future prove useful for understanding emotion-processing deficits in individuals with pathologies.

The Influence of Written Stress Marks on Native English Speakers’ Acquisition of Russian Lexical Stress Contrasts

2015 ◽  
Vol 59 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Rachel Hayes-Harb ◽  
Jane Hacking
Keyword(s):  
Second Language ◽  
Native English Speakers ◽  
Russian Language ◽  
Lexical Stress ◽  
English Speakers ◽  
Future Research ◽  
College Level ◽  
Language Experience ◽  
Minimal Pairs ◽  
Learning Conditions

Recent studies have provided evidence for a beneficial effect of orthographic input on the acquisition of second language phonological contrasts. In particular, the presentation of orthographic contrasts has been shown to improve L2 learners’ ability to differentiate newly learned words containing difficult auditory contrasts—for example, the letters ‘a’ and ‘e’ can help native Dutch speakers differentiate newly learned English words containing /æ/ and /ɛ/ (Escudero, Hayes-Harb and Mitterer). In the present research, we explored whether the diacritic marks typically used to indicate lexical stress in Russian pedagogical texts are similarly helpful to second language learners. We taught native English speakers with varying amounts of Russian language experience a set of Russian non-words containing lexical stress minimal pairs. In different word-learning conditions, we manipulated the presence of stress marks in the input to participants, and later tested participants on their ability to distinguish the newly learned lexical stress minimal pairs. We found no effect from the availability of stress marks for our participants, whose Russian language experience ranged from subjects with no exposure to Russian to students enrolled in third-year college-level Russian language courses. We conclude by discussing crucial differences between the learning conditions in the present study and real-world Russian language acquisition, and calling for future research that investigates the effect of lexical stress marks in more authentic learning conditions.

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