In the Age of ‘World Englishes’,Native Speaker Teachers or Non-native Speaker Teachers?

This paper attempts to argue that in the age of‘World Englishes', it is not necessary to differentiate native speaker teachers from non-native speaker teachers. It is concluded that non-native speaker teachers can be as effective as their native colleagues and they have equal chance to achieve professional success, even though native speaker teachers have great advantages over non-native teachers in some aspects. It is time for employers, as well as ELT professionals to shut their eyes to the glaring differences between native speaker teachers and non-native speaker teachers and optimize such unique resources.

Native/Non-native English Speakers’Attitudes:Addressing Learners’Goals and Needs Towards Pronunciation Issues

The study attempts to explore native and non-native English speakers’attitudes towards accents and pronunciation-related issues.The sample group surveyed is composed of non-native English speakers,specifically,Italian students studying at the University of Calabria(Italy)and native English speakers from Alberta University(Canada)and Florida Atlantic University(USA).An online link to a questionnaire was sent via email to all participants and was used as a research instrument to collect quantitative data.The research questions will investigate learners’attitudes in relation to the following aspects:accent and identity,beliefs about native/non-native accents,impact of pronunciation on communication,and learners’expectations towards pronunciation teaching.Firstly,mean scores in relation to the aforementioned aspects will be examined.Secondly,differences between native/non-native speakers’responses will be statistically analysed.Thirdly,non-native learners’responses will be correlated with their proficiency level in English to identify the extent to which language competence may affect learners’attitudes.The study aims to gain useful insights that may hopefully raise students and teachers’awareness of what models we expect learners to imitate and attain in the English language classroom,how appropriate and relevant these may be especially in the globalized English world where non-native speakers will increasingly use English in a diversity of forms to achieve their communicative goals.The preliminary results will be presented and pedagogical considerations suggested.

The Role and Value of Sociolinguistics in English Language Teaching

This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.

Overview of Students' Attitudes towards Non-native English Speaking-Teachers

It is reported that non-native English Speaking Teachers’knowledge and performance are subordinate to Native English Speaking Teachers’and students hold a negative attitude towards non-native English Speaking Teachers.The paper explores students’attitudes towards both groups of teachers from previous studies,suggests school administrators not rush to employ Native English Speaking Teachers before considering students’attitudes and recommends non-native English Speaking Teachers to enhance English proficiency,capitalize on pedagogical skill,interpersonal skill and personal qualities for effective teaching.

The Position of Non-native English Teachers in Globalisation

The traditional prejudice against Non-native English language teachers(NNETs)has been challenged recently.This essay examines features of NNETs and calls for acknowledging their integral position in global English teaching filed thanks to their established bilingual models for learners,mastery of professional knowledge,resourcefulness in teaching practice,and adaptability to local contexts.

A Qualitative Study Examining Macao’s Parents’Attitude towards Native and Non-native English-speaking Teachers for Private Online Synchronous One-on-one English Lessons

In terms of English learning,whether native English-speaking teachers(NESTs)surpass non-native English-speaking teachers(NNESTs)or vice versa has been a heated topic.These two types of teachers have their own respective benefits and drawbacks with respect to English teaching.Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education.However,the study of the virtual learning platform as a method of teaching English is rare.This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children.This qualitative study,after two participants were interviewed,concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson.Price is not the prioritized factor to consider.They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children,to ensure that it holds their interest appropriately.

Study of accent differences among regional varieties of English

The globalization and nativization processes of English resulted in the appearance of a large number of regional varieties of English. Concerning their accent between the single norm theory and the multiple norm differences, there has always been a debate theory. This paper argues against the ＇standard-nonstandard＇ classification of English accents upheld by the former, and revises the concept of ＇the three concentric circles of English＇ proposed by the latter, providing some helpful tips on the current instruction of listening and speaking in China＇s colleges and universities.

A Survey of English Accent Preference among International Students

Since"it is impossible to speak English without an accent"(Wardhaugh 1998: 43), English accent has been attached first importance to both native and non-native speakers. This study aims to explore teenagers' understanding and attitudes toward differing English accents by investigating 19 international high school students' preferences toward five English audio samples(the same materials with different accents) in Chingmai International School, Thailand. On the basis of five audio samples and respondents' self-reported answers, the results show that British English, instead of"powerful"American English, emerges as the preferred accent. The results also indicate that the need to understand both accented and non-accented English is required for EFLs. Finally, teaching implications concerning pronunciation teaching in EFL classrooms are also put forward.

The Symphony of Communicative Approach&World Englishes:A Study of the Involvement of Accents in English Listening Teaching

Immensely intensive cross-border trade in China has brought English to an unprecedentedly crucial status for communication.As a result,great variety of English accents mushroomed,which often baffles English learners.The thesis analyzes the English accents issue,World Englishes,in China under the guidance of communicative approach from three perspectives to show the definite necessity of involving accents in English listening teaching for the sake of achieving communicative efficiency and increasing multicultural awareness.Besides,some possibles methods have been brought up for the practical teaching process.

The Australian English Accent

带你体验不同地方的英语口音，本期目标——澳大利亚。在这之前。我们先来了解一下澳大利亚这个国家。

澳大利亚民族身份塑造澳大利亚英语——评Speaking our Language:The Story of Australian English

本文通过评述《讲出我们的语言:澳大利亚英语发展史》,揭示了澳大利亚英语萌芽及成熟的过程是澳大利亚民族身份认同的过程。尽管澳大利亚英语在语音、词汇、语法、语用层面都有着与其它英语变体不同的特点,澳大利亚口音实现了澳大利亚英语的社会功能,成为澳大利亚文化的标识。本文梳理200多年来澳大利亚主要历史事件与澳大利亚英语发展的动态关系,对解读澳大利亚文学史、翻译澳大利亚文学作品有着重要的诠释作用。

Factors Interfering Chinese Students' English Pronunciation and Its Solutions

In English learning, undesirable pronunciation of vowels and intonation that plagues Chinese students in many ways is caused by the interference of mother tongue, accents and system of examination. In order to correct the errors, teachers, students and the system need to adjust themselves accordingly.

ELF Interactions Among Chinese, Greek, and Swiss Speakers of English

The paper concerns the issue of ELF （English as a lingua franca） in the European and Asian context. The authors start from a brief conceptual perspective to shed light on salient aspects related to ELF. Then, this paper discusses the study investigating the interactions among NNS （non-native speakers） of English in the naturalistic settings, namely in Zhangjiajie （China）, Masouri （Kalymnos/Greece）, and Unterwasser （Switzerland）. The main objective of the research based on the qualitative methodology was to analyze the ELF interactions from the linguistic point of view focusing on lexicogrammar and pragmatic features. The secondary objective was to establish whether the identified ELF features contributed to communication intelligibility. The obtained results indicated a few significant similarities with the Seidlhofer＇s list of the ELT characteristics. Furthermore, it was established in the study that the ELF features did not interfere with effective communication between interlocutors

The Study of Factors of Interference of L1 Japanese on L2 English Pronunciation

This article focuses on investigating whether and how the factors of AoA,exposure of L1 Japanese and motivation have an effect on the production of L2 English sound of L1 Japanese speakers.In addition,the most effective factor affecting the L2 nativelike sound will be examined and the results will be received by using R studio.

Listening Comprehension Ability and Language Attitudes： American vs. British English

American English is predominantly prescribed as the primary English learning model at every educational level in Taiwan and limited attention is paid to other accents of English. It is therefore the intention of this paper to investigate whether Taiwan Residents EFL learners have difficulties understanding British English after years of instruction in American English, and to identify differences between learners＇ attitudes towards these two varieties of English. EFL learners from two universities were randomly assigned to American and British English groups and required to listen to short texts recorded with either American or British accent. An independent simple t-test showed that no significant differences were found in listening comprehension scores, but responses on questionnaires revealed significant differences in attitudes towards American and British English. The influence of long-term instruction in American English was evidenced. Based on these findings, suggestions are provided for English language teaching in Taiwan and implications are drawn for the concept of English as an International Language （ELL）, that in order to pursue successful international communication with people of various native languages, EFL learners need to experience various accents of English.

A SURVEY:CHINESE COLLEGE STUDENTS’PERCEPTIONS OF NON-NATIVE ENGLISH TEACHERS

本文是一份调查报告。通过对在校大学生的问卷调查和个别访谈,了解他们对中外英语教师的看法。调查的内容包括中外教师的语言能力、课堂教学能力及教师的人格魅力。结果表明,中外英语教师各有优势。外籍英语教师的语言能力,尤其在口语交际能力和目的语文化方面有较高的认同度。但是,中国英语教师也有他们不可替代的地位。他们更加了解学生的学习策略和风格,能够较准确地预测学生的学习难点,因而能更好地帮助他们解决问题。值得指出的是,高年级的学生更加关注教师的专业水平和人格魅力。

中国英语学习者对不同英语口音态度的研究

研究调查并分析了574名高校英语专业学生对不同英语口音的态度。研究结果表明参与者对不同英语口音持有矛盾心理。一方面,他们对英语本族语者口音表现出明显的好感,而对带有中国口音和其他非英语本族语者的英语口音带有明显偏见。另一方面,部分参与者对语言权利和英语使用者的身份有了新的认知,主要表现在强调交际中的实用性、认可带有母语口音的中国人身份、质疑英语本族语者的语言特权等。研究呼吁国内学界和教育界重视语言现实与语言教学规范之间的差距,了解并关注中国英语学习者通过带有母语口音的英语来投射其身份的潜在诉求,努力构建符合时代要求和中国英语学习者诉求的英语教学范式。

司法话者识别视野下中国人英语语音共性特征综述

涉及英语语音的司法话者识别中,中国人英语语音共性特征有助于判断犯罪嫌疑人国籍、认定涉案英语检材语音与犯罪嫌疑人样本语音的同一性。根据语言迁移理论,基于已有相关研究,中国人英语语音共性特征体现在音段音位和超音段音位,具体包括替换、添加和脱落某些元音或者辅音,误置重音、过度重读,停顿不当,基本调型单一且多为降调、二级调型选择随意等特点。未来可以开展不同方言区中国人英语语音次共性特征研究,以期为涉及英语语音案件的侦破提供参考,为相关研究提供借鉴。

Why do Non-native Teachers of English Find it Difficult to Accept the Communicative Approach

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对二语英语自然言语中外国口音的感知的研究

比较了母语为英语的听众和母语为普通话的听众对八种不同母语的说话人的自然英语语句中所带的外国口音轻重程度的识别。与母语为英语的听众相比,母语为普通话的听众对外国口音的识别度偏低;与其它口音相比,特别是与法语口音、西班牙语口音和俄语口音相比,母语为普通话的听众对普通话口音和粤语口音的敏感度偏低。声学分析表明母语为英语的听众和母语为普通话的听众对二语英语说话人的外国口音的辨别分别依赖于不同的感知征兆。