What Do ESL Students Say About Their Accents

By Tracey M. Derwing. 2003

290 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/29cb1eb1631e774c0e5612f21c5db67d6d11d2da

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

A meta‐analysis of the effects of speakers' accents on interpersonal evaluations (2012, background): “These meta-perceptions related to discrimination increases when the speaker can be visibly categorized as a minority (Derwing, 2003; Lippi-Green, 1997).”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “Overall, it appears that many students aspire to achieve a native-like accent (Derwing & Munro, 2003; Kang, 2010; Scales, Wennerstrom, Richard, & Wu, 2006; Timmis, 2002) and that they have a strong desire for pronunciation instruction (Couper, 2003) although they report dissatisfaction with the…”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “This is reflected in the typical instructional emphasis on segmentals in L2 classrooms, as teachers seem to lack general knowledge and confidence in teaching other, non-segmental speech factors (Derwing, 2003; Foote, Holtby, & Derwing, 2011).”
IDENTIFYING A FOREIGN ACCENT IN AN UNFAMILIAR LANGUAGE (2007, unknown): “…2003; Dailey, Giles, & Jansma, 2005;Munro, 2003!, identity ~Findlay, Hoy, & Stockdale, 2004!, self-perception of consequences of one’s foreign accent ~Derwing, 2003!, automatic ~computer! speech recognition ~Goronzy, Rapp, & Kompe, 2004; He, 2004!, and gender ~Broeders, 1982; Frey, 1995;…”
Attitudes towards foreign accents among adult multilingual language users (2015, background): “Perhaps partly to mitigate the risk of negative evaluations of FA speech, L2 speakers often aspire to native standards of speech (Derwing 2003; Sasayama 2013).”
English Pronunciation and Fluency Development in Mandarin and Slavic Speakers. (2006, background): “Images of negative responses to ESL speakers abound in the popular media (Lippi-Green, 1997), and language learners themselves report instances of unfair judgments based on their language productions ( Derwing, 2003 ).”
Revisiting the Intelligibility and Nativeness Principles (2020, background): “…that native-like speech will ensure that communication is successful (LeVelle & Levis, 2014), that learners will be more confident and respected (Derwing, 2003), that it will provide opportunities for professional advancement (Harrison, 2013), especially for language teachers (Munro, Derwing &…”
Speaking With a Nonnative Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United States (2010, background): “It expanded on research by Derwing (2003) on perceived discrimination by assessing the perspectives of both speakers and listeners, and it built on earlier work (Derwing & Rossiter, 2002) by examining the problems experienced in communication more extensively and considering views of both groups.”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “…dimensions associated with linguistic attributes of spoken language (e.g., prosody and segmental accuracy), the linguistic ability of native speakers has long been viewed by teachers and students in many contexts as the ideal ultimate learning goal (e.g., Derwing, 2003; Tokumoto & Shibata, 2011).”
Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners (2008, background): “In two final sets of studies, Derwing (2003) and Hyman (2002) both looked at issues of foreign accent among adult ELLs. Hyman’s quasi-experimental study contrasted native-English speaker responses to ELL students’ speech before and after training and found a strong connection between judgments of ac”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “Although many teachers and their students around the world view nativelike linguistic abilities as the ultimate goal of L2 learning (e.g. Derwing 2003), previous research has convincingly shown that few adult learners can attain this goal, even if they start at an early age, and that a perceptible…”
Disentangling accent from comprehensibility (2012, result): “This finding is also in line with research on L2 teachers, who in teaching pronunciation place particular emphasis on segmental aspects of speech (Foote, Holtby & Derwing, 2011), and on L2 learners, who associate accent with various aspects of L2 phonology (Derwing, 2003).”
Pronunciation teaching practices in communicative second language classes (2016, background): “While segmentals are somewhat prevalent, at least some time is spent on suprasegmentals (e.g. Burgess and Spencer 2000; Foote et al. 2011).”
Putting accent in its place: Rethinking obstacles to communication (2008, background): “In a Canadian study of 100 adult ESL learners (Derwing 2003), 97% strongly agreed that it is important to pronounce English well, and 95% said that they wanted to sound like a native speaker.”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “For example, in a survey of adult immigrants studying English in Canada, Derwing (2003) found that 95% desired to sound like a native speaker, and 59% of the visible minority learners within the group felt that non-accented pronunciation would garner them more respect from Canadians.”