Examining Acculturation Model in an EFL Context: Learners’ Attitudes towards Target Language Accent vs. L1 Accent
Abstract
According to Schumann’s (1986) Acculturation Model, accent acts as a means of the learner’s identification with either his/her mother tongue culture or the target language culture and affects his/her effort to learn English as a target Language. Taking up a critical stance, the present study, thus, aimed at investigating the role that learner attitudes and beliefs play in the language that learners adopt in their mother tongue (MT) or the target language (TL) (i.e., English) accent when speaking English in an instructed foreign language setting. The participants consisted of 213 Iranian male elementary EFL learners, aged 12 to 19 years. The data were elicited using a questionnaire consisting of both close-ended and open-ended questions, and were, furthermore, triangulated through focus-group interviews and class observations. The questionnaire required the participants to voice their opinions freely regarding the accent they assumed and preferred when using the target language and the reasons for their preferences. The findings revealed that 81.3% of the participants displayed strong preferences for the TL accent (i.e., English) while only 18.7% of the participants privileged speaking English with their MT accent. The rationale for the TL accent preference was found to be composed of nine categories with ‘intelligibility’, ‘beauty and effectiveness of TL accent’, and ‘resemblance to native speakers and avoidance of mockery’ cited as the most primary reasons. On the other hand, the major reason for assuming a MT accent was to reveal one’s identity through the MT accent. The study therefore highlighted the strong inclination among EFL learners to acculturate into the TL culture through assuming its accent.
Keywords
Full Text:
PDFReferences
Anwaruddin, S. M. (2012). Learner Identity in Second Language Education. 3L: Language Linguistics Literature®, Southeast Asian Journal of English Language Studies. 18(2), 13-23.
Bresnahan, M. J., Ohashi, R., Nebashi, Liud, W. Y., & Shearmana, S. M. (2012). Attitudinal and Affective Response Toward Accented English. Language & Communication. 22, 171-185.
Cavallaro, F., & Chin, N. B. (2009). Between Status and Solidarity in Singapore. World Englishes. 28(2), 143-159.
Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University Press.
Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. USA: Blackwell Publishing.
Ellis, R. (1992). Second Language Acquisition & Language Pedagogy. Australia: Multilingual Matters.
Ellis, R. (2012). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Esteki, M., & Rezazadeh, M. (2009). Investigating the case of Foreign Language Users Preserving their L1 Accent with Regard To Gender. The Journal of International Social
Research. 2(9). 138-143.
Gilakjani, A. P. (2012). A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction. International Journal of Humanities and Social Science. 2(3), 119-128.
Jacobson, R. (1971). Cultural Linguistic Pluralism and the Problem Of Motivation. TESOL Quarterly. 5(4), 265-284.
Johnson, K., & Johnson, H. (Eds.) (1999). Encyclopedic Dictionary of Applied Linguistics. USA: Blackwell Publishers Inc.
Kubota, R. (2002). The Impact of Globalization on Language Teaching in Japan. In D. Block & D.Cameron. Globalization and Language Teaching. (pp. 13-28). NY: Routledge.
Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod. Lawrence Erlbaum Associates Inc., Publishers. USA: New Jersey.
Mahmud, M. M., & Ching, W. S. (2012).The attitudes and perceptions of transfer students towards non-native speakers English lectures. Academic Research International. 3(2), 371-378. Retrieved from www.savap.org.pk
Majanen, S. (2008). English as a Lingua Franca: Teachers' Discourses on Accent and Identity. Unpublished Master’s Thesis. University of Helsinki.
McGee, K. (2009). Attitudes Towards Accents of English at the British Council, Penang: What Do the Students Want? Malaysian Journal of ELT Research. 5, 162-205. Retrieved from www.melta.org.my
Paakki, H. (2013). Difficulties in Speaking English and Perceptions of Accents: A Comparative Study of Finnish and Japanese Adult Learners of English. Unpublished Master’s Thesis, University of Eastern Finland.
Pagett, L. (2006). Mum and Dad Prefer Me to Speak Bengali at Home: Code-switching and Parallel Speech in a Primary School Setting. Literacy, 40(3), 137-147.
Pennycook (2004). Critical Applied Linguistics. In A. Davies & C. Elder (Eds.). The Handbook of Applied Linguistics (pp. 784-807). USA: Blackwell Publishing.
Pilus, Z. (2013). Exploring ESL Learners’ Attitudes Towards English Accents. World Applied Sciences Journal, (Special Issue of Studies in Language Teaching and Learning). 21, 143-152.
Scales, J., Wennerstorm, A., Richard, D., & Wu, S. H. (2006). Language Learners' Perceptions of Accent. TESOL Quarterly. 40(4), 715-738.
Schumann, J. (1986). Research on the Accultuartion Model for Second Language Acquisition. Journal of Multilingual and Multicultural Development. 7, 379-392.
Schwartz, S. J., Pantin, H., Prado, G., Sullivan, S., & Szapocznik, J. (2006). Nativity and Years in the Receiving Culture as Markers of Acculturation on Ethnic Enclaves. Journal of Cross-Cultural Psychology. 37, 345-353.
Singleton, D., & Ryan, L. (2004). Language Acquisition: The Age Factor. UK: Multilingual Matters Ltd.
Smith, L. E., & Rafiqzad, K. (1979). English for Cross-cultural Communication: The Question of Intelligibility. TESOL Quarterly. 13(3), 371-380.
Subramaniam,G. (2007). The Changing Tenor of English in Multicultural Postcolonial Malaysia. 3L: Language Linguistics Literature®, Southeast Asian Journal of English Language Studies. 18(2).
Widdowson, H. (1994). The Ownership of English. TESOL Quarterly. 28(2), 377-389.
Yamat, H. (2012). Developing Identity in Diversity: A Second Language Acquisition Experience. GEMA Online® Journal of Language Studies. 12(2), 495-504.
Refbacks
- There are currently no refbacks.
eISSN : 2550-2131
ISSN : 1675-8021