Language attitudes in Galicia: using the matched-guise test among high school students

Loureiro-Rodríguez, Verónica; Boggess, May; Goldsmith, Anne

doi:10.1080/01434632.2012.729591

Cited by 51 publications

(27 citation statements)

References 19 publications

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“…The strength of the accent appears to be an important factor, however; speakers with stronger accents typical for their L1 background, in this case the Omani female, may receive lower ratings when judged as a potential model for English pronunciation. Whether gender contributed to the disparity in the ratings of the male and female Omani speakers is difficult to deduce, although the apparent disapproval of the more strongly accented female speaker echoes findings in other cultural contexts (Kraut and Wulff 2013;Loureiro-Rodriguez, Boggess, and Goldsmith 2013). From these contrasting findings, one might cautiously conclude that despite their declared preference for NES teachers, students are generally positively disposed to accents commonly found within their own educational context, provided the teacher is not perceived to have a 'strong' accent.…”

Section: Discussionmentioning

confidence: 62%

Recognising English accents in the community: Omani students' accent preferences and perceptions of nativeness

Buckingham

2014

Journal of Multilingual and Multicultural Development

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Cataloged from PDF version of article.Previous research has revealed that although EFL students may claim to prefer British/US accents they often have difficulty identifying them, especially when such accents may differ from 'standard' accents presented in ELT materials. In the Gulf, English is widely used as a lingua franca or as a second language by the large expatriate workforce. Particular accents in English characteristic for L1 speakers of Arabic or South Asian languages are commonly heard in the education and service sectors. This study investigates whether Omani university students are able to distinguish between native English speaker (NES) and non-native English speaker NNES EFL teachers' accents commonly heard in their educational context and their evaluations of these accents as pedagogical models. Specifically, the study seeks to ascertain whether a relationship exists between students' assumptions regarding the NES status of an EFL teacher and their evaluations of the teacher's accent as a suitable model for pronunciation. Results show that, in most cases, a moderate to strong correlation exists between these two variables, particularly among students who claim that having a NES teacher is desirable for the purpose of improving pronunciation

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Section: Discussionmentioning

confidence: 62%

Recognising English accents in the community: Omani students' accent preferences and perceptions of nativeness

Buckingham

2014

Journal of Multilingual and Multicultural Development

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“…Attitudes are often defined as the predisposition to react favorably or unfavorably toward a given object (in the case of this article, the objects are the languages in contact). But this perspective is overly simple because attitudes may encompass both positivity and negativity due to their complex and multilayered nature (Loureiro–Rodriguez, Boggess, & Goldsmith, ), as the studies previously reviewed attest. In fact, although the inclusion of the minority languages in the education system has undoubtedly helped to raise their status, it has not always guaranteed an increased use in the broader social context (i.e., outside school and university).…”

Section: The Connection Between Language Attitudes and Language Practmentioning

confidence: 99%

Language Learning Motivation and Language Attitudes in Multilingual Spain From an International Perspective

Lasagabaster

2017

The Modern Language Journal

138

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In Spain, more than 40 % of the population lives in officially bilingual regions in which the minority language is used as a means of instruction at school and university. In addition, the increasing importance attached to learning English has led to the proliferation of multilingual school programs in which different languages are used to teach content. With this background in mind, this article analyzes students' motivation to learn Spanish, minority languages (Basque, Catalan, or Galician), and English (as the predominant foreign language). Because the percentage of immigrant students has steadily increased in the last 2 decades, special attention will also be paid to how they react to the multilingualism they have to face in the education system. The review of the literature will critically discuss the impact of global English on motivation to learn the other languages in contact and will examine the adequacy of current research approaches with a view to developing an agenda for needed research.

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“… for an overview). While much work has been conducted on English speakers, the attribution of social values to different accents has been documented in the case of Danish (Ladegaard ; Jørgensen and Quist ), Galician (Loureiro‐Rodriguez, Boggess, and Goldsmith ), German (Klink and Wagner ) and Spanish (Tsalikis, Ortiz‐Buonafina, and LaTour ).…”

Section: Introductionmentioning

confidence: 99%

Attitudes to English teachers' accents in the Gulf

Buckingham

2014

Int J App Linguistics

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While the spread of English as a lingua franca has led to calls for multidialectal competence, EFL learners often still consider inner circle native English speaker (NES) pronunciation as their learning goal, and may profess a preference for particular teachers based on their NES or non-native English speaker (NNES) status. This study investigates whether a teacher's NES/NNES status may affect Omani students' level of confidence towards the teacher. Using an adapted matched-guise technique with almost 350 students, the study reveals a preference for speakers and accents students understand to be from the UK, although students also responded favourably to Arabic native speakers. Where the NES/NNES variable remained constant, no significant difference in student's ratings of the teacher was found. © 2014 John Wiley & Sons Ltd

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Language attitudes in Galicia: using the matched-guise test among high school students

Cited by 51 publications

References 19 publications

Recognising English accents in the community: Omani students' accent preferences and perceptions of nativeness

Recognising English accents in the community: Omani students' accent preferences and perceptions of nativeness

Language Learning Motivation and Language Attitudes in Multilingual Spain From an International Perspective

Attitudes to English teachers' accents in the Gulf

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