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