Masaryk University Faculty of Arts
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- 1.1.1English varieties
- 1.1.2Models for pronunciation
- 1.1.3Accent and Identity
1.1Statement of the ProblemFor English language learners and users in the Czech Republic the implementation of ELF in ELT and a connected alternative approach towards non-/native accents is connected to three main areas. Firstly, both English learners and users are generally not aware of the spread of English into many self-sufficient varieties. They are also not aware of the implications the use of English as an international language has on ELT and of the concept of ELF altogether. There is still the presumption that there is only one ‘real’ or Standard English language which is created in the country of its origin by its speakers, therefore learning the language undoubtedly involves learning about its speakers’ culture and imitating their worldview. Secondly, although it has been pointed out that a native speaker accent might even be considered a liability in communication with other non-native speakers, the learners are not prepared to give up on their goal to have a native English speaker accent. This is largely connected with the problem in the first area, because learners don’t take into account other uses of English in different contexts. Thirdly, non-native speakers often hold a conception that if they manifest their accent, they are likely to be negatively prejudiced by their interlocutors. This area is looking at the issue of construed identities which come with the use of particular language and accent. 1.1.1English varietiesLearners are not exposed to the language which they will encounter in their future circumstances of English use. The difference between the language taught and the language spoken in real life is notable. The English presented in classrooms mainly represents the countries commonly referred to as “English speaking”, which typically include The UK, Ireland, USA, Canada, Australia, and New Zealand. When looking from a different perspective, we can conclude that there are more than 70 English speaking countries, where English is either the official or the primary language, with India having the second largest English speakers population after the USA, and South Africa having the fifth largest population of speakers of English as a first language (see Crystal, 2003). Further, English is now the most widely taught foreign language not only in Europe, but across the globe. The sociolinguistic research over the past 50 years has come to the conclusion that the use of the English language is a very complex global phenomenon with no clear distinction between native and non-native speaker, but is rather characterized by bilingualism and multilingualism among its speakers. It is presumed that most Czech learners will not use English for communication with native speakers, but rather for international communication with other NNS. Not knowing the characteristics and specific ‘localized’ features of other accents might therefore lead into lack of understanding or confusion. NNS accents are an indispensable part of international communication, and we encounter them everywhere we go. 1.1.2Models for pronunciationFor decades the standards for the use of English in mainland Europe have been produced in Britain, or, to a lesser degree, in the United States. Europeans are defined as foreign-language speakers, having little to no opportunity to take part in the development of an English variety on their own terms (Modiano, 2009). Because of this deep-rooted tradition of Standard NS norms being the primary goal for English pronunciation instruction, most teachers and learners are not prepared to give up on their goal to have a native English accent. However, the aspiration for native accent presents a heavy burden for both teachers and learners, bearing in mind the research outcomes which showed that it is very difficult, if not impossible, for adults to achieve native-likeness in foreign language pronunciation (Levis, 2005). Furthermore, research has shown that a NS accent might even be considered a liability in communication with other non-native speakers (see Timmis, 2002, Peckham, 2009). 1.1.3Accent and IdentityCombining exposure to a variety of English accents, raising learners’ awareness of innovative pronunciation models, and supporting the expression of one’s own native identity may lead to more flexible speakers and thus more efficient communication in English language in Europe. Current tendencies in ELT lean towards promoting diversity of presented models for English pronunciation, including the incorporation of non-native speech in teaching materials. However, it is important to consider the learners’ responses to such innovations. Non-native speakers hold on to the belief that if they manifest their foreign accent, they are likely to be negatively prejudiced. Certainly, for most of the learners communicative fluency is the most important goal, and a native-like accent is only a theoretical objective. Therefore attaching too much weight to the foreign accent reduction may impede with the more important, universal desire for effective communication. Some learners may feel insecure in language interchange because of their foreign accent. Their fear that their accent might interfere with conveying of the main message is one of the reasons they choose to get rid of it. There has been a large amount of empirical research conducted on the correlation of accent, as a sign of one’s identity, and intelligibility; the results, perhaps surprisingly, show that a strong accent does not directly affect intelligibility/comprehensibility (See, for example, Munro & Derwing, 1995a, 1997). As Moyer (2013) suggests there are other than linguistic criteria involved in the listeners’ understanding of a foreign accent; stereotypes may constrain our ability to interact with non-native speakers, as well as our attitude towards individuals, familiarity with the topic, setting of the language exchange, our cultural knowledge etc. As noted, to promote multicultural awareness and support non-native speakers’ position in shaping English language, an alternative approach towards non-native accents needs to be established. Although scholars suggest new standards and models for EFL education as an alternative to NS norms, learners, when interviewed, often expressed unwillingness to abandon their goal of achieving native-like accent. Among the reasons for not retaining their native accent are: lack of exposure to accent varieties relevant to their future needs, a long tradition of NS accents serving as the only correct norm for language education, a belief that they will not be understood or will be negatively prejudiced when using a foreign accent. These issues may negatively impact their judgement of other non-native speakers, their sense of individual identity, and subsequently their ability to communicate in a wide range of settings. The situation calls for suitable actions to be taken to increase the learners’ chances to successfully use English as a means of international communication. Download 287.99 Kb. Share with your friends:
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