Perceptions Towards Native And Non-Native English Accent

Running head: PERCEPTIONS ON NATIVE AND NON-NATIVE ENGLISH ACCENT 1

Perceptions towards Native and Non-Native English Accent

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PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 2

Perceptions towards Native and Non-Native English Accent

Native speakers of any language are defined as individuals who have interacted with a

language and used it for communication for the longest period of their lives. In many cases, the

time of interaction starts from birth. To be considered native, these individual speakers must

have thrived in an environment where proficient indigenous users of the language exist, be able

to comprehend and speak the idiomatic forms of the language involved, and be competent in

discourse. Conversely, non-native speakers are those who have acquired a language as a

secondary one after previously acquiring a primary one. It is possible for non-native speakers to

be fluent and proficient in their second language. However, many challenges accompany such

speakers that make their usage of the language be considered substandard or ineffective.

Examples of such challenges include pronunciation, accent, grammar, and fluency. Regardless of

the existence of dialectal differences, the accent of a native speaker gets viewed as the standard

mark for a language. To some, this evokes the feeling that such speakers are superior to others

when it comes to communications and teaching abilities in the language. However, many

analyses indicate that native speakers may use the language perfectly in communication, but lack

the ability to transfer it to others in teaching processes. Despite being standard, their accents may

not be understood well by non-native learners. On the other hand, sufficiently proficient non-

native speakers may have an advantage in the passing of the language to others. This is because

of their ability to use other languages in explanations, especially where native vocabulary is new.

Dialectal Differences and Standard Language in English

One language may have numerous varieties. Many of such varieties may also have the

specific qualities of belonging to particular regions or particular groups of people. These are

referred to as dialects. While English and other dialects may present variances in pronunciation,

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 3

vocabulary, and grammar, they generally remain mutually comprehensible (Bryla-Cruz, 2016).

On the other hand, accent, which outlines the distinctive ways of pronunciation, is mainly

defined by the existence of dialects and varieties. According to Zapata and Lacorte (2017), the

English language has numerous dialects drawn from the United States, United Kingdom, and

other locations across the world. Each of these has native speakers with numerous differences in

accent and pronunciation. Nonetheless, all of them remain mutually comprehensible to native

and competent non-native speakers. In a similar way, standard and non standard varieties of

English draw lines between the formal and informal usage of language. Typically, the standard

forms of English get considered more official; hence, they get used in educational, court, church,

and government’s communications. Conversely, the non-standard forms prevail more as street

and colloquial forms.

Attitudes of towards Native and Non-Native Accent

Native and non-native students of English and other subjects predominantly develop

prejudices and attitudes on speakers of English depending on whether they are perceived as

native or non-native. As explained by Beinhoff (2013), the significance of this consideration

rests on the fact that post labeling periods of teacher nativity affects beliefs of competence levels

and related ability to deliver academic proficiency while teaching English. On a large scale,

native and non-native students of English project unified and divergent views on native and non-

native speakers and teachers of English (Llurda, 2006).

Students’ abilities to identify native and non-native speakers reveal a disparity between

native and non-native speakers of English (Moussu, 2010). When subjected to listening activities

involving both audio productions by native and non-native speakers, (Kelch & Santana-

Williamson, 2002) indicated that native students were explicitly able to identify and bias native

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 4

from non-native speakers of English. Perhaps, this was affiliated to their competency levels of

having spoken the language since childhood. A further evaluation of the effects of this on their

attitudes towards the native and non-native speakers revealed that most of the native students

believed that the accent of non-native speakers resulted in incompetency or limitations in the

language. Hence, they believed that non-native speakers are less competent in the language and

poor teachers of the same. This result in a bias and discrimination directed towards the former.

Overall attitudes of this group were negative with limited belief that the teachers have the ability

to deliver in teaching. However, they also possessed the ability to identify relatively proficient

non-native speakers of the language. On the other hand, native speakers, identified perfectly by

native students, enjoyed the projection that they were better and more competent instructors of

the language. This resulted in positive attitudes towards the speakers and the belief in their

proficiency.

Conversely, many non-native students failed to distinguish the clear line between native

and non-native speakers. In their consideration, many proficient non-native speakers qualified as

native speakers. The accompanying attitudes remained nevertheless. A further evaluation of the

topic by Kelch & Santana-Williamson (2002), Episcopo (2009), and Galloway (2017) revealed

that wide spread disparities existed in the areas that resulted in attitude differences in projections

towards native speakers and non-native speakers. Assessing likability of speakers, judgment on

training levels, beliefs related to the competence of speakers as teachers as instructors of English,

judgments related to degree of education, and pronunciation, the authors revealed that the

generation of attitudes is more related to perception of the teachers being native or noon-native

rather than their actual status on the same. Hence, teachers believed to be native scored positives

of over 800 in all the areas listed above in an experiment by Kelch & Santana-Williamson (2002)

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 5

that sought to assess these attitudes. On a scale of 0-1000, those perceived to be non-native

conversely scored less than 300 in mst of the fields. This is whether they were actually turned out

to be as predicted or not.

In a review of the advantages of native speakers and those of non-native speakers of

English in learning and teaching environments, Bryla-Cruz (2016), Coiro (2009), and Gabryś

(2013) presented separate analyses that indicated a various disparities between native and

nonnative English speaking teachers. In the first category, the most affiliated issues believed to

be of benefit in associating with native speakers of English as teachers was the fact that they are

believed to bear abilities to teach effective pronunciation, and assist learners achieve fluency.

Most commentaries from learners on this topic focused on these issues based on the perception

that native speakers are the most fluent and proficient in the language. Waniek-Klimczak and

Shockey (2012), and Romero-Trillo (2012) identified selected advantages like empathy from

students, perceived symbiotic benefits of learning, and motivational advantages of the situation

in learning environments. Motivationally, both native and non-native students are believed t

draw the inspiration to perfect their English in a learning set-up where they see a non-native who

may not be fluent but has understood the language sufficiently. As explained by Cribb (2009),

native speakers may find the drive that they stand a chance of doing better in the language while

non-native students may look up to the non-native teacher as someone who was once in their

place and therefore a clear explanation that they too can make it.

With regard to empathy and symbiotic benefits, many students (both native and non-

native) presented the potential tendency of believing that the teacher would aid their learning

more because the former had gone through a lot to actualize their current positions. Martinez

(2017) also explained that student beliefs in the helpfulness of non-native teachers remained

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 6

connected to the idea that they would learn together. Most of them viewing the teacher as; ‘not

completely learned’ in the language and thus the necessity to learn more in the process of

teaching.

Nonetheless, a dissenting perspective from Huang (2017) questioned the effectiveness of

these perspectives and attitudes and if they applied to native and non-native teachers of English

as had been projected by students and research. While the author agreed with a number of the

projections, he indicated that many of these projections would present misconstrued dimensions

because the original identification of native and non-native speakers was itself flawed.

Similarly, a review of teacher perspectives on language and non-standard varieties f

English revealed divergence in opinions and attitudes. Notably, such reviews engage native and

non-native teachers of English and their attitudes towards self, other teachers (native and non-

native), and students (native and non-native. In an analysis of non-native teachers attitudes on

this subject, Groom (2012) expressed that most of the non-native speakers preferred the usage of

English as lingua franca (universal secondary language for non-speakers. In a research involving

45 non-native teachers, the author found out that most of the teachers preferred having English as

the mode of instruction. They gave a number of reasons including the maintenance of

communication, intelligibility, sustained levels of professionalism, and reduced stress in learning

environments. On the other hand, while non-native speakers may remain enthusiastic on the

subject, Low (2016) explained that native speaking teachers may not share this enthusiasm.

While some of them believe non-native teachers may not deliver in teaching English effectively,

others openly express reservations concerning the same.

In analyzing perceptions towards native and non-native English accent, Wold (2006)

expressed that many challenges accompanied this act for non-native teachers and students. To

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 7

begin with, the inability to understand a language would be the first limitation. Discussed by

many authors, Pawlak, Mystkowska-Wiertelak, and Drozdział-Szelest (2017) explained that the

first barrier is the first language interference. This phenomenon occurs in numerous ways, when

one imports the rules of the first language and applies them to English. Another barrier projected

by Zapata and Lacorte (2017) is that of poor pronunciation, diction, and accent. This hinders the

internalization and understanding of vocabulary in the process of second language acquisition by

non-native speakers of English.

Conclusion

In conclusion, native and non-native accents of English among teachers and students in

learning environments draw mixed reactions and attitudes. Many native students of English view

non-native speakers and teachers relatively negatively. Similarly, non-native speakers of English

prefer natives to teach them the language. In many cases, these preferences attach perceived

proficiency and competency based on nativity. While this may not be the case, instances of

student inability to identify nativity in dialects indicates that these attitudes may be unfounded.

On the other hand, non-native teachers easily teach non-native students because they share

commonalities and may have the opportunity of submitting explanations in the first language if

they share it with the students.

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 8

References

Beinhoff, B. (2013). Perceiving identity through accent: Attitudes towards non-native speakers

and their accents in English. Oxford: Peter Lang.

Bryla-Cruz, A. (2016). Foreign accent perception: Polish English in the British ears. Newcastle

upon Tyne: Cambridge Scholars Publishing.

Coiro, J. (2009). Handbook of research on new literacies. New York: Routledge Publishing.

Cribb, M. (2009). Discourse and the non-native English speaker. Amherst, N.Y: Cambria Press.

Episcopo, S. A. (2009). Non-native speaker attitudes toward non-native English accents. Austin,

Texas: University of Texas.

Gabryś, D. (2013). The affective dimension in second language acquisition. Bristol: Multilingual

Matters.

Galloway, N. (2017). Global Englishes and change in English language teaching: Attitudes and

impact. Basingstoke: Taylor & Francis Ltd.

Groom, C. (2012). Non-native attitudes towards teaching English as a lingua franca in

Europe. English Today, 28(01), 50-57.

Huang, Z. (2017). Native and Non-Native English Speaking Teachers in China: Perceptions and

Practices. Singapore: Springer Singapore.

Kelch, K., & Santana-Williamson, E. (2002). ESL Students' Attitudes Toward Native- and

Nonnative-Speaking Instructors’ Accents. The CATESOL Journal, 14(1), 57-72.

Llurda, E. (2006). Non-native language teachers: Perceptions, challenges and contributions to

the profession. New York: Springer.

Low, E.-L. (2016). Pronunciation for English as an international language: From research to

practice. Abingdon: Routledge.

PERCEPTIONS ON NATIVE AND-NON NATIVE ENGLISH ACCENT 9

Martinez, A. J. D. (2017). Native and Non-Native Teachers in English Language Classrooms:

Professional Challenges and Teacher Education.

Martinez, A. J. D. (2017). Native and Non-Native Teachers in English Language Classrooms:

Professional Challenges and Teacher Education. Boston: De Gruyter Mouton.

Moussu, L. (2010). Influence of Teacher-Contact Time and Other Variables on ESL Students'

Attitudes Towards Native- and Nonnative-English-Speaking Teachers. TESOL

Quarterly, 44(4), 746-768.

Pawlak, M., Mystkowska-Wiertelak, A., & Drozdział-Szelest, K. (2017). Challenges of Second

and Foreign Language Education in a Globalized World: Studies in Honor of Krystyna

Drodział-Szelest. Cham, Switzerland: Springer.

Romero-Trillo, J. (2012). Pragmatics and prosody in English language teaching. Dordrecht:

Springer.

Waniek-Klimczak, E., & Shockey, L. R. (2012). Teaching and Researching English Accents in

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Regis University Press.

Zapata, Gabriela C., & Lacorte, Manel. (2017). Multiliteracies Pedagogy and Language

Learning: Teaching Spanish to Heritage Speakers. London: Palgrave Macmillan.

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