Accent, Identity, and a Fear of Loss? ESL Students’ Perspectives

Shannon McCrocklin · Stephanie Link

46 citations0/0 files storedCanadian Modern Language Review/ La Revue canadienne des langues vivantes

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Linguistic Variation and Morphology

Abstract

Because many theorists propose a connection between accent and identity, some theorists have justifiably been concerned about the ethical ramifications of L2 pronunciation teaching. However, English-as-a-second-language (ESL) students often state a desire to sound like native speakers. With little research into ESL students’ perceptions of links between their accents and identities, including whether students fear loss of identity from L2-pronunciation learning, it is difficult to understand how these links affect language learning goals. In this mixed-methods study, ESL university students (N = 78) took a survey of 23 Likert-scale questions, with selected individuals participating in a semi-structured interview. Results show that participants desired a native accent, attributing benefits and positive emotions toward developing a native accent. Further, students did not recognize any fear of loss of identity due to their achieving a native accent.

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References

2007Designing and Conducting Mixed Methods Research 1981Principles of Language Learning and Teaching 1996Making sense of qualitative data 2005Identity and interaction: a sociocultural linguistic approach 2006The Social Stratification of English in New York City 2001The Phonology of English as an International Language 1995Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners 1999English with an accent: Language ideology and discrimination in the United States. By Rosina Lippi-Green. London & New York: Routledge, 1997. Pp. xviii, 286.

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