The impact of language transfer on native speaker recognition of native and non-native speech

2019 ◽  
Vol 146 (4) ◽  
pp. 2840-2840
Author(s):  
John Culnan ◽  
Seongjin Park
Keyword(s):  
Speaker Recognition ◽  
Native Speaker ◽  
Language Transfer ◽  
Native Speech ◽  
The Impact

Awareness-Raising in the TEFL Phonology Classroom

2004 ◽  
Vol 145-146 ◽  
pp. 219-268 ◽  
Author(s):  
Lawrence Zhang
Keyword(s):  
Native Speaker ◽  
Psychological Needs ◽  
British English ◽  
Linguistic Imperialism ◽  
Teacher Student ◽  
Suprasegmental Features ◽  
Discourse Intonation ◽  
Awareness Raising ◽  
Two Phases ◽  
The Impact

This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.

Noise and Metadata Sensitive Bottleneck Features for Improving Speaker Recognition with Non-Native Speech Input

2016 ◽  
Author(s):  
Yao Qian ◽  
Jidong Tao ◽  
David Suendermann-Oeft ◽  
Keelan Evanini ◽  
Alexei V. Ivanov ◽  
...  
Keyword(s):  
Speaker Recognition ◽  
Speech Input ◽  
Native Speech

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English

2020 ◽  
Vol 3 (8) ◽  
pp. 81-97
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Native Speaker ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
Foreign Teachers ◽  
Development Of Language ◽  
The Impact

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

scholarly journals Detection of Non-native Speaker Status from Backwards and Vocoded Contentmasked Speech

2020 ◽  
Vol 6 (2) ◽  
pp. 87-105
Author(s):  
Arkadiusz Rojczyk ◽  
Andrzej Porzuczek
Keyword(s):  
White Noise ◽  
Native Speaker ◽  
Temporal Organization ◽  
Speech Rhythm ◽  
Accented Speech ◽  
Significant Contributor ◽  
Suprasegmental Features ◽  
The Status ◽  
Native Speech ◽  
Vocoded Speech

This paper addresses the issue of speech rhythm as a cue to non-native pronunciation. In natural recordings, it is impossible to disentangle rhythm from segmental, subphonemic or suprasegmental features that may influence nativeness ratings. However, two methods of speech manipulation, that is, backwards content-masked speech and vocoded speech, allow the identification of native and non-native speech in which segmental properties are masked and become inaccessible to the listeners. In the current study, we use these two methods to compare the perception of content-masked native English speech and Polish-accented speech. Both native English and Polish-accented recordings were manipulated using backwards masked speech and 4-band white-noise vocoded speech. Fourteen listeners classified the stimuli as produced by native or Polish speakers of English. Polish and English differ in their temporal organization, so, if rhythm is a significant contributor to the status of non-native accentedness, we expected an above-chance rate of recognition of native and non-native English speech. Moreover, backwards content-masked speech was predicted to yield better results than vocoded speech, because it retains some of the indexical properties of speakers. The resultsshow that listeners are unable to detect non-native accent in Polish learners of English from backwards and vocoded speech samples.

scholarly journals Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English

2020 ◽  
Vol 3 (9) ◽  
pp. 87-104
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Native Speaker ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
Foreign Teachers ◽  
Development Of Language ◽  
The Impact

The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

scholarly journals When One Person's Mistake Is Another's Standard Usage: The Effect of Foreign Accent on Syntactic Processing

2012 ◽  
Vol 24 (4) ◽  
pp. 878-887 ◽  
Author(s):  
Adriana Hanulíková ◽  
Petra M. van Alphen ◽  
Merel M. van Goch ◽  
Andrea Weber
Keyword(s):  
Speech Processing ◽  
Native Speaker ◽  
Neural Correlates ◽  
Syntactic Processing ◽  
Foreign Accent ◽  
Gender Agreement ◽  
Accented Speech ◽  
Grammatical Errors ◽  
Integration Problem ◽  
Native Speech

How do native listeners process grammatical errors that are frequent in non-native speech? We investigated whether the neural correlates of syntactic processing are modulated by speaker identity. ERPs to gender agreement errors in sentences spoken by a native speaker were compared with the same errors spoken by a non-native speaker. In line with previous research, gender violations in native speech resulted in a P600 effect (larger P600 for violations in comparison with correct sentences), but when the same violations were produced by the non-native speaker with a foreign accent, no P600 effect was observed. Control sentences with semantic violations elicited comparable N400 effects for both the native and the non-native speaker, confirming no general integration problem in foreign-accented speech. The results demonstrate that the P600 is modulated by speaker identity, extending our knowledge about the role of speaker's characteristics on neural correlates of speech processing.

scholarly journals Enhancing Saudi EFL Learners’ CAF in Narrative Writing Through Native Speaker Kids’ Reading Website

2020 ◽  
Vol 9 (6) ◽  
pp. 67
Author(s):  
Talal Musaed Alghizzi ◽  
Abdul Aziz Mohamed Ali El Deen
Keyword(s):  
Native Speaker ◽  
Narrative Writing ◽  
Signed Rank ◽  
Accuracy Measure ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Lexical Density ◽  
The Impact ◽  
English Native Speaker

This novel study investigated the impact of English native speaker kids’ reading website on enhancing Saudi EFL university students’ complexity, accuracy and fluency (CAF) in narrative writing. The rationale for this study is the scant literature in the area of estimating narrative writing in terms of CAF. The quasi-experimental method was adopted in this study through a pre-/ post-test in narrative writing. Eleven level three participants were recruited from in this study. Instruments of the study included a pre-post-test in narrative writing, and the CAF measures. A Wilcoxon signed-Rank and Mann Whitney were used in the analysis. The study results found no significant differences at 0.05 level regarding the post administration of syntactic complexity ratios except (CP/T, CP/C, and CN/C) whose results were significant. The sub-constructs of lexical density and lexical variation were enhanced partially, and as a whole, whereas there was no increase/decrease regarding lexical sophistication. For accuracy measure, the results were significant in all ratios at 0.05 level except (EFC/C, and EFTC/S ratios). Concerning fluency measures, the results were insignificant at 0.05 in all ratios except (MLC ratio). The results of the study and their pedagogical implications were discussed.

scholarly journals Transition from Aoga Amata to school: case studies in the Wellington region

2021 ◽  
Author(s):  
◽  
Le'autuli'ilagi Malaeta Faasapisapi Sauvao
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Language Maintenance ◽  
Native Speaker ◽  
Transition To School ◽  
Structured Interviews ◽  
Performance Tasks ◽  
Sampling Procedures ◽  
The Impact

<p>Background The rapid increase in the number of Samoan children receiving early childhood education in their heritage language through the Aoga Amata movement has prompted the researcher to examine how continuity is being handled during the transition to primary schooling. During 1996-7, I interviewed parents, teachers, principals and children about the transition from Aoga Amata programmes to junior class programmes in fourteen primary schools. In addition, I gathered descriptions of how parents viewed the nature and the quality of Aoga Amata programmes, and how teachers and principals viewed issues of language maintenance. I also asked children to reflect on their Aoga Amata experience and then engage in performance tasks that provided me with an opportunity to gauge their spoken proficiency in Samoan. Aim The primary aim of the study was to gather information from parents, children, teachers and principals about the way the transition to school was organised for Aoga Amata children. Sampling procedures I used a community network approach to gain access to a pool of twenty recent graduates of Aoga Amata and their receiving schools. In addition, I chose six children for case study purposes because of the interesting circumstance each child represented. Thirty-nine parents, fourteen teachers and fourteen principals completed the sample. Procedures I used structured interviews, questionnaire versions of the structured interviews, and performance tasks in order to collect information. I asked about the strategies used to cope with the transition to primary school; the impact of the transition on children, the perceptions of parents about Aoga Amata programmes, perceptions of teachers about the transition to primary school, and the factors thought by stakeholders to be contributing to the maintenance of the Samoan language in school. The procedures used to gather information were carried out using culturally appropriate communication processes that made use of faafeiloaiga faa Samoa (cultural greetings), faaaloalo (respect and supply of food), faamalie ona o ni itu e faalavelavea ai le suesuega (acknowledgement of intrusion) and lauga faafetai/faamavae (speeches of appreciation and farewell). Results Only one Aoga Amata/school partnership had a comprehensive programme where the graduates of the Aoga Amata were received into a bilingual programme taught by a native speaker of Samoan. The Aoga Amata was on the school grounds and this enabled linkages to develop over a period of time between its staff, the teachers at the school, the children, and the children's families. When children were received into schools where there was no continuity of language and curriculum, the transition was perceived as less satisfactory, especially in the early days of the transition. Compared to children who attended other early childhood educational centres, or remained at home, children who had attended an Aoga Amata programme were generally perceived by most teachers and parents as having more developed literacy, numeracy, and social skills. Schools varied in the position they took on language maintenance and on the actions that they were prepared to take. Lack of funding, lack of trained Samoan teachers, and a view that the school's cultural activities were sufficient were all reasons given for absence of language maintenance. Conclusion There is lack of an agreed understanding of what is necessary for successful transition to school in the case of Aoga Amata children. Stakeholders in the children's education will need to target policy, strategies, and standards to guide continuity between home, Aoga Amata, school and community.</p>

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