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Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives
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Abstract:
In this attitudinal-based study, British EFL teachers report on their regional accents, both in terms of their own attitudes, and the reported attitudes of their EFL students. Drawing on interviews with 20, mostly, Northern EFL teachers, there are three broad findings. First, the participating teachers reported that EFL students sometimes found their accents difficult to understand, but appreciated, and often celebrated, their ‘difference’ nonetheless. Second, student attitudes contrast with that of one particular senior staff member, who instructed a teacher to adopt more ‘standard’ Southern pronunciation. Finally, the teachers themselves expressed pride in their accents, and explained that outside of a perceived need to modify their accents to be better understood, otherwise exercised agency and resisted suggestions that their accents needed to change. Overall, the students’ reported positive engagement, and teachers’ pride in their regional accents are key implications of our findings.
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Keyword:
Applied linguistics; English as a second language; Linguistics
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URL: http://clok.uclan.ac.uk/40480/
http://clok.uclan.ac.uk/40480/1/40480%20060122Final%20revision%20of%20perceptions%20of%20accents.pdf
https://doi.org/10.1016/j.linged.2022.101018
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| 2 |
Perceptual Training Effects on the Perception and Production of L2 English Vowels by L1 Greek-Cypriot Learners
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| 3 |
Language Management in Diaspora: Tu’un Nda’vi, Spanish, English, Constricted Agency, and Social Capital in a Oaxacan Indigenous Diasporic Community
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| 4 |
All the World’s a Stage: Improvisational Theater and Engagement in Newcomer English Learners
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| 5 |
Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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| 6 |
The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada
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| 7 |
Rethinking “Equity Sticks”: Engaging Emergent Bilinguals in Discussing Texts
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In: ETSU Faculty Works (2021)
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| 8 |
Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure
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In: Languages ; Volume 6 ; Issue 4 (2021)
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| 9 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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| 10 |
Development of Reading Comprehension in Bilingual and Monolingual Children : Effects of Language Exposure
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In: Languages ; 6 (2021), 4. - 166. - MDPI Publishing. - eISSN 2226-471X (2021)
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| 12 |
Experts and novices: Examining academic email requests to faculty and developmental change during study abroad
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| 13 |
Teaching Pragmatics and Instructed Second Language Learning: Study Abroad and Technology-Enhanced Teaching
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| 14 |
TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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| 15 |
Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks
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| 16 |
Efficacy in Occupational Safety and Health Training of Dairy Workers: Predictors of Test Performance on a Dairy Safety Knowledge Test From a Demographic Cohort
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| 17 |
Analysis of the integration of ICT in Second Language Learning in Prescholl in Colombia
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| 18 |
Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
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In: Library Philosophy and Practice (e-journal) (2021)
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| 19 |
An Ecological Investigation of the Willingness to Communicate (WTC) in English of Adult Migrant Learners From Iran in a New Zealand Tertiary Classroom
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| 20 |
A Longitudinal Study of Sequential Organization of L2 Repair in Classroom Contexts
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In: Issues in Applied Linguistics, vol 21, iss 1 (2020)
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