English as a Lingua Franca: Perceptions of Indonesian Non-Native English-Speaking Teachers (NNESTs) on English Pronunciation and Accents Identity
(1) Universitas Indraprasta PGRI
(*) Corresponding Author
Abstract
The research examines how Indonesian non-native English-speaking teachers (NNESTs) perceive various English accents including Indonesian English speakers around them and their English accents as well in terms of native or non-native viewed from the lens of English as a Lingua Franca (ELF). In addition, the research also investigates how they perceive pronunciation identity reflected in their English accents. Qualitative methods were employed by using written online interviews. The participants consisted of five (5) Indonesian NNESTs whose English teaching experiences range from 10 to 32 years in universities in Jakarta. They were asked about their perception of accents and their colleagues’ accents and EFL practice in Indonesian English language teaching, especially in their environment where English is expected as the lingua franca of communication. The data were collected using written semi-structured interviews through email and speaking tests recorded through WhatsApp and analyzed using interpretivism adapted from the approach of phenomenology in teaching English. The result reveals their acceptance of being identified as belonging to a particular ethnicity or nationality due to salient characteristics of their accents as part of pronunciation identity. In addition, the result also shows acceptance of varied accents worldwide, yet they also unconsciously show their preference for American and British accents if they could choose to do so.
Keywords
Full Text:
PDFReferences
Achirri, K. (2017). Perceiving identity through accent lenses: A case stusy of a Chinese English speaker’s perceptions of her pronunciation and perceived social identity (No. 1; 8).
Ahn, K. (2011). Conceptualization of American English native speaker norms: a case study of an English language classroom in South Korea. Asia Pacific Education Review, 12(4), 691–702.
Almaqrn, R. K., & Alshabeb, A. M. (2017). EFL learners’ attitudes towards the proper pronunciation of english and podcasts as a facilitator of proper pronunciation. Arab World English Journal (AWEJ, 208–219. https://doi.org/10.24093/awej/vol8no1.15
Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592. https://doi.org/10.1002/j.1545-7249.2009.tb00187.x
Cargiles A. C., & Bradac, J. J. (2001). 10 Attitudes Toward Language : A Review of Speaker-Evaluation Research and a General Process Model California State University-Long Beach p p o o i ) M h M i h ) t L a. In W. B. Gudykunst (Ed.), Communication Yearbook 25., 347–382.
Çimenlia, B. (2015). On pronunciation teaching and semiotics. GlobELT: An International Conference on Teaching and Learning English as an Additional Language. Procedia - Social and Behavioral Sciences 199, 634 – 640
Crystal, D. (2008). English as a Global Language, Second Edition (2nd ed.). Cambridge University Press.
Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. http://www.jstor.org/stable/3588494
Dauer, R. M. (2016). Teachers of English to Speakers of Other Languages , Inc. (TESOL) The Lingua Franca Core : A New Model for Pronunciation Instruction ? Published by : Teachers of English to Speakers of Other Languages , Inc. (TESOL) Stable URL : http://www.jstor.org. 39(3), 543–550.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics (1st ed.). Oxford University Press.
Galbat, H., & Sa’adi, F. F. (2018). Iranian EFL teachers’ perceptions of learning accent. International Journal of Applied Linguistics and English Literature, 7(3), 108. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.108
He, D., & Zhang, Q. (2010). Native Speaker Norms and China English: From the Perspective of Learners and Teachers in China. https://doi.org/10.5054/tq.2010.235995
Hiroko, M., & Reiko, C. (2014). Students’ Attitudes Toward Unfamiliar English Accents and Their L1- speaking Backgrounds. ???? Journal, 82(4), 3-13
House, J. (2002). Communicating in English as a lingua franca. EUROSLA. Yearbook, 2, 243–261. https://doi.org/DOI:10.1075/eurosla.2.15hou
House, J. (2003). English as a lingua franca: a threat to multilingualism? Journal of Sociolinguistics, 7(4), 556–578. https://doi.org/10.1111/j.1467-9841.2003.00242.x
Jayanti, F. G., & Norahmi, M. (2015). EFL: Revisiting ELT Practices in Indonesia. Journal on English as a Foreign Language, 4(1), 5. https://doi.org/10.23971/jefl.v4i1.70
Jenkins, J. (2000). The Phonology of English as an International Language . Oxford University.
Jenkins, J. (2005). Implementing an International approach to English pronunciation: the role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535. https://doi.org/10.2307/3588493
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137–162. https://doi.org/10.1111/j.1473-4192.2006.00111.x
Jenkins, J. (2007). English as a lingua franca: attitude and identity. 31(1). https://doi.org/10.1111/j.1467-971X.2011.01746.x
Jenkins, J. (2008). English as a lingua franca. 11–13.
Joseph, J. E. (2004). Language and Identity: National, Ethnic, Religious. Palgrave MacMillan. https://doi.org/10.1057/978-0-230-50342-7
Khan, S. N. (2014). Qualitative research method - phenomenology. Asian Social Science, 10(21), 298–310. https://doi.org/10.5539/ass.v10n21p298
Kim, J. (2012). English accents and L2 learner’s identity. International Journal of English and Education, ISSN(12), 2278–4012.
Kirkpatrick, A. (2007). World Englishes Implications for International Communication and English Language Teaching-World Englishes: Implications for International Communication and English Language Teaching Andy Kirkpatrick Frontmatter. www.cambridge.org
Kramsch, C. (2000). Social discursive constructions of self in L2 learning. LANTOLF, James P. (ed.). Sociocultural theory and second language learning. In Sociocultural Theory and Second Language Learning (Lantolf, J, pp. 133–153). Oxford University Press.
Levis, J., & Barriuso, T. A. (2012). Nonnative Speakers’ Pronunciation Errors in Spoken and Read English. Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, 187–194.
Lin, T. Bin, Wang, L. Y., & Wang, M. Y. (2018). Diverse interpretations on nativeness but unanimous subscription to native-speakerism: identity of future non-native English teachers in Taiwan. Journal of Asia TEFL, 15(3), 603–617. https://doi.org/10.18823/asiatefl.2018.15.3.3.603
Litzenberg, J. (2014). Pre-service teacher perspectives towards pedagogical uses of non-native and native speech samples. International Journal of Applied Linguistics, 2(2), 168–189. https://doi.org/10.1111/ijal.12084
Llurda, E. (2004). Non-native-speaker teachers and english as an international language. International Journal of Applied Linguistics (United Kingdom), 14(3), 314–323. https://doi.org/10.1111/j.1473-4192.2004.00068.x
Ma, L. P. F. (2012). Strengths and weaknesses of NESTs and NNESTs: perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 1–15. https://doi.org/10.1016/j.linged.2011.09.005
McArthur, T. (2002). The Oxford Guide to World English. Oxford University Press.
McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy. SAGE Publishing. https://doi.org/https://dx.doi.org/10.4135/9781849209663
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (2nd ed.). SAGE Publications.
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (Vol. 30, Issue 3). Pearson Education Limited. https://doi.org/10.2307/3211488
Rubin, D. (2012). The power of prejudice in accent perception: Reverse linguistic stereotyping and impact on listener jugments and decisions. In J. L. & K. LeVelle (Ed.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference. Iowa State University.
Saito, K., Tran, M., Suzukida, Y., Sun, H., Magne, V., & Ilkan, M. (2019). How do second language listeners perceive the comprehensibility of foreign-accented speech? Roles of first language profiles, second language proficiency, age, experience, familiarity, and metacognition. Studies in Second Language Acquisition, 41(5), 1133–1149. https://doi.org/10.1017/S0272263119000226
Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158. https://doi.org/10.1111/1473-4192.00011
Seidlhofer, B. (2004). 10 research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239. https://doi.org/10.1017/s0267190504000145
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.
Shak, P., Lee, C. S., & Stephen, J. (2016). Pronunciation problems : A case study on English pronunciation errors of low proficient students. International Journal of Language Education and Applied Linguistic, 04, 25–35. http://journal.ump.edu.my/ijleal/article/view/483
Sowden, C. (2011). ELF on a mushroom: the overnight growth in English as a Lingua Franca. ELT Journal, 66(1), 89–96. https://doi.org/10.1093/elt/ccr024
Sung, C. C. (2014). Accent and identity: exploring the perceptions among bilingual speakers of English as a lingua franca in Hong Kong. International Journal of Bilingual Education and Bilingualism, 17(5), 544–557. https://doi.org/10.1080/13670050.2013.837861
Suroso, F. R. (2022). Indonesian English lecturers’ views on world Englishes in English language teaching: a qualitative inquiry. ETERNAL (English Teaching Journal), 13(1), 130-142.
Taqi, H., Algharabali, N., & Almubayei, D. (2018). Identity or prestige: the Chameleon effect on EFL pronunciation. Journal of Educational and Developmental Psychology, 8(2), 82. https://doi.org/10.5539/jedp.v8n2p82
Thomson, R. I. (2018). Measurement of accentedness, intelligibility and comprehensibility. In O. Kang, & A. Ginther, (Eds.), Assessment in second language pronunciation. (pp. 11-29) New York: Routledge https://www.researchgate.net/publication/318559732
Wardhaugh, R. (2007). An Introduction to Sociolinguistics (7th ed.). Blackwell.
Wu, K. H., & Ke, I. C. (2009). Haunting native speakerism? students’ perceptions toward native speaking english teachers. English Language Teaching, 2(3), 44–52. https://doi.org/10.5539/elt.v2n3p44
Zielinski, B. (2012). The social impact of pronunciation difficulties: Confidence and willingness to speak. Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011, January 2012, 18–26. https://doi.org/10.13140/RG.2.1.1465.4485
DOI: http://dx.doi.org/10.30998/scope.v7i1.12992
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Ulfah Ridhwan Dirham
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License