Identity Markers and L2 Pronunciation

Zuengler, Jane

doi:10.1017/s027226310000694x

Cited by 42 publications

(33 citation statements)

References 12 publications

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“…Sometimes you wanna feel like you're Canadian", she said. Accent or pronunciation is deemed by many scholars such as Labov (1972), Zuengler (1988) and Seidlhofer (2001) as a prominent linguistic marker of a speaker's identity. Lybeck's (2002) study of second language pronunciation of Americans in Norway also shows that learners who have acculturated to (or identified with) the target language community evidenced more native-like pronunciation.…”

Section: Resultsmentioning

confidence: 99%

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Fang

2016

Journal of Language and Cultural Education

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This paper explored the value of learner's stories for ESL (English as a Second Language) teachers' teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education), ESL and SLA (Second Language Acquisition). Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers' teaching and research.

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Section: Resultsmentioning

confidence: 99%

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Fang

2016

Journal of Language and Cultural Education

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“…Likewise, Zuengler (1988) clearly stated that "pronunciation is a domain within which one's identity is expressed" (p. 34). Block (2007) defined identities as "socially constructed, self-conscious, ongoing narratives that individuals perform, interpret and project in dress, bodily movements, actions and language" (p. 27).…”

Section: Sociocultural Effects Of Pronunciationmentioning

confidence: 99%

Towards Better Teaching of Pronunciation: Review of Literature in the Area

Seyedabadi¹,

Fatemi²,

Pishghadam³

2015

MJSS

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The present paper aims at establishing the need to focus on the importance of teaching pronunciation to language learners. The study is descriptive in nature. It traces out the body of research concerning the weightiness of pronunciation within linguistic, psychological, and sociocultural domains as well as through the eyes of the language learners. The findings highlighted the knock-on effects of pronunciation on the four language skills (listening, speaking, reading, and writing).In addition, pronunciation instruction was found to be the learners' priority and a field in which they need more coaching. As an illuminating study, the paper is useful to teachers, researchers, and material writers to consider the language learners' needs in the English language teaching and learning context.

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“…In this task, Spanish-speaking learners of L2 English were asked to mimic an English accent when producing sentences in L1 Spanish. This required them to use whatever knowledge they had about the phonetic features of English as they retrieved English-accented variants of Spanish words from memory, thus providing evidence of learners' tacit awareness (Flege & Hammond, 1982;Zuengler, 1988) of such phonetic features. Flege and Hammond (1982) asked native English speakers to mimic Spanish-accented English and found that certain non-distinctive phonetic features of English, such as final-syllable lengthening and the VOT characteristic of long-lag voiceless stops, were modified to more closely resemble the production of L1Spanish speakers of L2 English, i.e.…”

Section: Introductionmentioning

confidence: 99%

Mimicking accented speech as L2 phonological awareness

2013

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This study investigated Spanish-speaking learners' awareness of a non-distinctive phonetic difference between Spanish and English through a delayed mimicry paradigm. We assessed learners' speech production accuracy through voice onset time (VOT) duration measures in word-initial pre-vocalic /p t k/ in Spanish and English words, and in Spanish words produced with an English accent. In addition, the second language (L2) English words and the English-accented Spanish words were rated, respectively, by first language (L1) English and L1 Spanish listeners on 9-point accentedness scales. Spanish-speaking learners were found to modify their native short-lag laryngeal timing patterns significantly, producing longer VOT durations in L2 English and, crucially, in their production of English-accented Spanish words, than they did in the production of L1 Spanish words. This was taken as evidence of learners having developed tacit phonological awareness of the cross-language VOT difference between Spanish and English voiceless stops.

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Identity Markers and L2 Pronunciation

Cited by 42 publications

References 12 publications

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

Towards Better Teaching of Pronunciation: Review of Literature in the Area

Mimicking accented speech as L2 phonological awareness

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