‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties

Abstract

The instrument for quantitative data collection 1. Personal information (1) Age _______________ (2) Sex (F)______ (M)_______ (Prefer not to state)_______ (3) The workplace (State)__________(Private)___________(Other)____________Please state it. (4) What grade/level do you teach English to? _____________________________________ (5) Have you lived in an English-speaking country? (Yes)_________ (No)__________ a. If yes, where? __________________ b. For how long?_______________ (6) Do you speak other languages? (Yes)_________ (No)__________ a. Please, indicate which languages you speak if you do so.________________ (7) Do you teach phonetic and phonology in your English classes? (8) (Yes)_________ (No)__________ Which English accent do you aim at using or teaching? 2. Please, listen to the speakers with various English accents and identify the country of origin for the accent you hear. Write your answer to the corresponding box for each speaker. Then, check the English L1 or L2 box for the accents you hear from the speakers. Speaker No The country of origin for the accent English L1 English L2 Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 Speaker 6 Speaker 7 3. Please, check the boxes that indicate your perception of intelligibility of the corresponding speakers' accent. Perceived intelligibility of the speakers' accents Strongly Disagree Disagree Agree Strongly Agree 1 The 1 st speaker's accent in English is intelligible.2 The 2 nd speaker's accent in English is intelligible.3 The 3 rd speaker's accent in English is intelligible.4 The 4 th speaker's accent in English is intelligible.

Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes inTESOLClassrooms

“…Using MGT and VGT, respectively, He and Zhang (2010) and Chan (2016) surveyed Chinese teachers' and students' attitudes toward English accent varieties and reported that teachers and students considered NS‐based norms and models the most desirable in China's English classroom. Finally, Mısır and Gürbüz (2021) surveyed Turkish teachers' attitudes toward English accent varieties using VGT and found that teachers rated the standard English accents more favorably as the teaching model and that they attached more prestige to these accents. Considering the so‐called “standard varieties of English” (i.e., GA or RP) as the only varieties worth learning by teachers in many parts of the world would strengthen the fallacy of native and nonnative distinction and also give rise to the notion that non‐native teachers of English are inferior to those considered native (Jenkins, 2006).…”