Stephanie Lindemann
Datos Biográficos
| ID | 3822055 |
|---|---|
| NOMBRE | Stephanie Lindemann |
| NOMBRES | Stephanie |
| APELLIDO | Lindemann |
| FIRMA | LINDEMANN S |
| AFILIACIONES | Georgia State University |
| ORCID | 0000-0002-7923-5616 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 237 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 7 |
‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies
Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data fr…
The role of speaker categorization in South Korean attitudes toward North Korean accents
North Koreans in South Korea often try to adopt South Korean accents to avoid discrimination, with varying degrees of success. Language attitudes studies have tended to investigate reactions to distinct varieties rather than speakers’ attempts to approximate new varieties for their own benefit, and while a few have considered the effects of listeners’ categorization of speakers on evaluations of them, they have generally focused solely on macro-c…
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation
The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers' goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and …
Fostering Global Englishes Listeners
Global Englishes language teaching (GELT) promotes, among other things, positive attitudes and maximized understanding to communicate with speakers with a variety of accents. However, research on GELT‐informed listening training is rare, and none has addressed both attitudes and understanding of diverse accents. We therefore implemented an intervention to foster listening skills and attitudes needed for Global Englishes communication, drawing on …
Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces
Research has suggested that Swedish higher education institutions’ (HEIs’) language policies may exclude some academic staff from work-related activities due to (dual) monolingual ideologies requiring one language at a time. This study, based on the analysis of twenty-one language policy texts, investigates HEIs’ policies using a lens of inclusion at workplaces with linguistic diversity, drawing on concepts from diversity management and language …
Sharing communicative responsibility
The internationalization of Anglophone universities could allow English-dominant students to benefit from experience with English speakers from a wide variety of backgrounds, but US students have often complained of difficulty communicating with such instructors, especially International Teaching Assistants (ITAs). Research has largely focused on helping ITAs assimilate linguistically and culturally, although many applied linguists suggest that I…
Language attitudes and the ‘ITA problem’
This language attitudes study investigates the roles of international teaching assistants' (ITAs') pitch variation and native language in listener reactions. Ninety‐five undergraduates rated native speakers of English and Korean, who had recorded a teaching‐related text once with monotone intonation and once with more varied intonation, on traits used in language attitude (status, solidarity) and ITA (teaching competence, comprehensibility) resea…
The role of the descriptor 'broken English' in ideologies about nonnative speech
This study investigates how the descriptor 'broken English' is used to construct speakers as nonnative within standard language ideology. In-depth analysis of examples found through WebCorp, used to search US websites, and the Corpus of Contemporary American English found that the term was largely used to refer to comprehensible English identified as nonnative. Users of such English were constructed as Other, usually highly negatively. The rarer …
Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants
Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to a…
Teaching First Language Speakers to Communicate Across Linguistic Difference
While most research in applied linguistics has focused on second language (L2) speakers and their language capabilities, the success of interaction between such speakers and first language (L1) speakers also relies on the positive attitudes and communication skills of the L1 speakers. However, some research has suggested that many L1 speakers lack these things. We therefore review three possible approaches to instructing L1 speakers to improve th…
The role of speaker identification in Korean university students' attitudes towards five varieties of English
This study investigates how the attitudes of 60 Korean university students towards five varieties of English are affected by the identification of the speaker's nationality and ethnicity. The study employed both a verbal guise technique and questions eliciting overt beliefs and preferences related to learning English. While the majority of the students stated that American English was the variety that should be taught and learned in Korea, this p…
Reliably Biased
Second language pronunciation research and teaching relies on human listeners to assess second language speakers' performance. Most applied linguists working in this area have been satisfied that listener ratings are reasonably reliable when well-controlled research protocols are implemented. We argue, however, that listeners demonstrate a certain amount of reliability in their ratings of speakers stemming from shared expectations of a speaker's …
Stereotypes of Cantonese English, apparent native/non-native status, and their effect on non-native English speakers’ perception
This study examined the effect of information about native/non-native speaker status on non-native listeners’ perception of English words with word-final stops. A survey study conducted with 38 Chinese learners of English in Guangzhou, China examined their stereotypes about Cantonese English. They described it negatively and named features including flat intonation and deleted/incomplete word-final sounds. Fifty-two learners from the same univers…
Who speaks “broken English”? US undergraduates’ perceptions of non‐native English 1
This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by international students, and 208 rated the English of students…
Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States
Language-specific patterns of vowel-to-vowel coarticulation
Listening with an attitude
This study investigates whether there is a relationship between negative attitudes toward non-native speakers and poor comprehension of those speakers. Twelve native English speakers whose attitudes toward Koreans had been assessed were asked to complete an interactional map task paired with native Korean speakers. In the task, some but not all of those who had been assessed as having negative attitudes toward Koreans were found to use either str…
Patterns in self-reported illness experiences
Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States
Who speaks “broken English”? US undergraduates’ perceptions of non‐native English 1
This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by international students, and 208 rated the English of students…
Language-specific patterns of vowel-to-vowel coarticulation
Listening with an attitude
This study investigates whether there is a relationship between negative attitudes toward non-native speakers and poor comprehension of those speakers. Twelve native English speakers whose attitudes toward Koreans had been assessed were asked to complete an interactional map task paired with native Korean speakers. In the task, some but not all of those who had been assessed as having negative attitudes toward Koreans were found to use either str…
Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants
Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to a…
Reliably Biased
Second language pronunciation research and teaching relies on human listeners to assess second language speakers' performance. Most applied linguists working in this area have been satisfied that listener ratings are reasonably reliable when well-controlled research protocols are implemented. We argue, however, that listeners demonstrate a certain amount of reliability in their ratings of speakers stemming from shared expectations of a speaker's …
The role of speaker identification in Korean university students' attitudes towards five varieties of English
This study investigates how the attitudes of 60 Korean university students towards five varieties of English are affected by the identification of the speaker's nationality and ethnicity. The study employed both a verbal guise technique and questions eliciting overt beliefs and preferences related to learning English. While the majority of the students stated that American English was the variety that should be taught and learned in Korea, this p…
The role of the descriptor 'broken English' in ideologies about nonnative speech
This study investigates how the descriptor 'broken English' is used to construct speakers as nonnative within standard language ideology. In-depth analysis of examples found through WebCorp, used to search US websites, and the Corpus of Contemporary American English found that the term was largely used to refer to comprehensible English identified as nonnative. Users of such English were constructed as Other, usually highly negatively. The rarer …
Stereotypes of Cantonese English, apparent native/non-native status, and their effect on non-native English speakers’ perception
This study examined the effect of information about native/non-native speaker status on non-native listeners’ perception of English words with word-final stops. A survey study conducted with 38 Chinese learners of English in Guangzhou, China examined their stereotypes about Cantonese English. They described it negatively and named features including flat intonation and deleted/incomplete word-final sounds. Fifty-two learners from the same univers…
Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces
Research has suggested that Swedish higher education institutions’ (HEIs’) language policies may exclude some academic staff from work-related activities due to (dual) monolingual ideologies requiring one language at a time. This study, based on the analysis of twenty-one language policy texts, investigates HEIs’ policies using a lens of inclusion at workplaces with linguistic diversity, drawing on concepts from diversity management and language …
Patterns in self-reported illness experiences
Fostering Global Englishes Listeners
Global Englishes language teaching (GELT) promotes, among other things, positive attitudes and maximized understanding to communicate with speakers with a variety of accents. However, research on GELT‐informed listening training is rare, and none has addressed both attitudes and understanding of diverse accents. We therefore implemented an intervention to foster listening skills and attitudes needed for Global Englishes communication, drawing on …
Language attitudes and the ‘ITA problem’
This language attitudes study investigates the roles of international teaching assistants' (ITAs') pitch variation and native language in listener reactions. Ninety‐five undergraduates rated native speakers of English and Korean, who had recorded a teaching‐related text once with monotone intonation and once with more varied intonation, on traits used in language attitude (status, solidarity) and ITA (teaching competence, comprehensibility) resea…
Patterns in self-reported illness experiences
Language-specific patterns of vowel-to-vowel coarticulation
Listening with an attitude
This study investigates whether there is a relationship between negative attitudes toward non-native speakers and poor comprehension of those speakers. Twelve native English speakers whose attitudes toward Koreans had been assessed were asked to complete an interactional map task paired with native Korean speakers. In the task, some but not all of those who had been assessed as having negative attitudes toward Koreans were found to use either str…
Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States
Who speaks “broken English”? US undergraduates’ perceptions of non‐native English 1
This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by international students, and 208 rated the English of students…
Stereotypes of Cantonese English, apparent native/non-native status, and their effect on non-native English speakers’ perception
This study examined the effect of information about native/non-native speaker status on non-native listeners’ perception of English words with word-final stops. A survey study conducted with 38 Chinese learners of English in Guangzhou, China examined their stereotypes about Cantonese English. They described it negatively and named features including flat intonation and deleted/incomplete word-final sounds. Fifty-two learners from the same univers…
The role of speaker identification in Korean university students' attitudes towards five varieties of English
This study investigates how the attitudes of 60 Korean university students towards five varieties of English are affected by the identification of the speaker's nationality and ethnicity. The study employed both a verbal guise technique and questions eliciting overt beliefs and preferences related to learning English. While the majority of the students stated that American English was the variety that should be taught and learned in Korea, this p…
Reliably Biased
Second language pronunciation research and teaching relies on human listeners to assess second language speakers' performance. Most applied linguists working in this area have been satisfied that listener ratings are reasonably reliable when well-controlled research protocols are implemented. We argue, however, that listeners demonstrate a certain amount of reliability in their ratings of speakers stemming from shared expectations of a speaker's …
Teaching First Language Speakers to Communicate Across Linguistic Difference
While most research in applied linguistics has focused on second language (L2) speakers and their language capabilities, the success of interaction between such speakers and first language (L1) speakers also relies on the positive attitudes and communication skills of the L1 speakers. However, some research has suggested that many L1 speakers lack these things. We therefore review three possible approaches to instructing L1 speakers to improve th…
Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants
Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to a…
The role of the descriptor 'broken English' in ideologies about nonnative speech
This study investigates how the descriptor 'broken English' is used to construct speakers as nonnative within standard language ideology. In-depth analysis of examples found through WebCorp, used to search US websites, and the Corpus of Contemporary American English found that the term was largely used to refer to comprehensible English identified as nonnative. Users of such English were constructed as Other, usually highly negatively. The rarer …
Language attitudes and the ‘ITA problem’
This language attitudes study investigates the roles of international teaching assistants' (ITAs') pitch variation and native language in listener reactions. Ninety‐five undergraduates rated native speakers of English and Korean, who had recorded a teaching‐related text once with monotone intonation and once with more varied intonation, on traits used in language attitude (status, solidarity) and ITA (teaching competence, comprehensibility) resea…
Sharing communicative responsibility
The internationalization of Anglophone universities could allow English-dominant students to benefit from experience with English speakers from a wide variety of backgrounds, but US students have often complained of difficulty communicating with such instructors, especially International Teaching Assistants (ITAs). Research has largely focused on helping ITAs assimilate linguistically and culturally, although many applied linguists suggest that I…
Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces
Research has suggested that Swedish higher education institutions’ (HEIs’) language policies may exclude some academic staff from work-related activities due to (dual) monolingual ideologies requiring one language at a time. This study, based on the analysis of twenty-one language policy texts, investigates HEIs’ policies using a lens of inclusion at workplaces with linguistic diversity, drawing on concepts from diversity management and language …
‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies
Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data fr…
The role of speaker categorization in South Korean attitudes toward North Korean accents
North Koreans in South Korea often try to adopt South Korean accents to avoid discrimination, with varying degrees of success. Language attitudes studies have tended to investigate reactions to distinct varieties rather than speakers’ attempts to approximate new varieties for their own benefit, and while a few have considered the effects of listeners’ categorization of speakers on evaluations of them, they have generally focused solely on macro-c…
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation
The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers' goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and …
Fostering Global Englishes Listeners
Global Englishes language teaching (GELT) promotes, among other things, positive attitudes and maximized understanding to communicate with speakers with a variety of accents. However, research on GELT‐informed listening training is rare, and none has addressed both attitudes and understanding of diverse accents. We therefore implemented an intervention to foster listening skills and attitudes needed for Global Englishes communication, drawing on …
Psychology (17 obras) · Linguistics (15 obras) · Linguistic Variation and Morphology (10 obras) · Language, Discourse, Communication Strategies (7 obras) · Multilingual Education and Policy (7 obras) · Phonetics and Phonology Research (7 obras) · Sociology (7 obras) · Computer Science (6 obras) · EFL/ESL Teaching and Learning (6 obras) · Political science (6 obras)