A Multi‐perspective Investigation of Attitudes Towards English Accents in Hong Kong
Implications for Pronunciation Teaching
Bibliographic Data
| ID | 10816004 |
|---|---|
| Authors | Jim Yee Him Chan (0000-0003-3048-5718, Hong Kong Polytechnic University, corresponding author) |
| Year | 2016 |
| Volume | 50 |
| Issue | 2 |
| Pages | 285-313 |
| Publication date | 2016-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.218 |
| OpenAlex | W2127550014 |
| Language | EN |
| Citations received | 30 |
| References cited | 59 |
The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accents in relation to the dimensions of status and solidarity, and (3) their choice of accents in various local language‐using contexts. By means of the verbal‐guise technique, it explored the issue from multiple perspectives by comparing the attitudes among English learners at differing stages of study (i.e., junior secondary, senior secondary, and university students). These participants had different perceptions of English based on their prior knowledge, learning experience, and exposure to English. The findings indicate that the university students perceived the local accent more negatively than their secondary counterparts in the dimensions of both status and solidarity, despite their greater awareness of accents. Nevertheless, all the participants showed fewer reservations about the use of second language English accents in more casual and interactive English‐speaking situations. The article concludes by discussing the potential for the design of language awareness tasks in TESOL materials and assessments for secondary school as a crucial step to initiate attitudinal changes
Casual · Linguistics · Mathematics education · Pedagogy · Perception · Perspective (graphical) · Pronunciation · Solidarity · Stress (linguistics) · Varieties of English · EFL/ESL Teaching and Learning · Linguistic Variation and Morphology · Multilingual Education and Policy · Psychology
Attitudes and identities in learning English and Chinese as a lingua franca
Language attitudes research
Students’ attitudes towards accents in English-medium instruction
“It's Putonghua-accented English”
‘I like my accent but…’
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China
Introduction
Attitudes toward diverse English accents among Japanese elementary school students
Towards English as an international language
Language Attitudes in the Global South
Japanese EFL Learners’ Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests
Racialised Teaching of English Language in South Korea
(Re)conceptualising the teaching of English and Chinese as pluricentric languages
Are learners ready for Englishes in the EFL classroom? A large-scale survey of learners’ views of non-standard accents and teachers’ accents
Attitudes toward World Englishes among Iranian English language learners
Dialectal preferences
Exploring Tesol graduate students’ perceptions towards Global Englishes in Nepal
Attitudes of Educated Nigerians towards Varieties of English
Pronunciation Teaching Perception Scale (PTPS) for In-Service Teachers
Teachers’ attitudes towards varieties of Hong Kong English
English as a lingua franca in Japan
The importance of suprasegmental features in language attitude research
Stakeholders’ perceptions of language variation, English language teaching and language use
English and Putonghua varieties in Hong Kong
My English reflects my identity
Why English accents and pronunciation ‘still’ matter for teachers nowadays
Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes in Tesol Classrooms
Reconceptualizing Speaking, Listening, and Pronunciation
Language educators’ regard for variation in late modernity
Contextualising a pedagogical model for English-language education in Hong Kong
Learner English
English as a Lingua Franca in Asean
Research Methods in Education
Hong Kong English
The Social Psychology of English as a Global Language
Questionnaires in Second Language Research
World Englishes in Asian Contexts
Hong Kong English
English as a Lingua Franca
World Englishes
Introduction
The attitudes of Hong Kong students towards Hong Kong English and Mandarin-accented English
‘I Like the Americans… But I Certainly Don't Aim for an American Accent’
Contextual variation and Hong Kong English
Diglossia and register variation in Singapore English
Social factors and non‐native attitudes towards varieties of spoken English
Accents of English as a lingua franca
Issues in researching English as a lingua franca
English Next. Why global English may mean the end of 'English as a Foreign Language
The pronunciation of Hong Kong English
Hong Kong students’ awareness of and reactions to accent differences
Bad influence? – an investigation into the purported negative influence of foreign domestic helpers on children's second language English acquisition
International English
Native Speaker Norms and China English
Language Learners' Perceptions of Accent
Pronunciation Issues and EIL Pedagogy in the Periphery
Evaluational reactions to spoken languages
Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States
Language Attitudes and Speech Behavior
Measuring Language Attitudes
Between status and solidarity in Singapore
The Englishes of English tests
British attitudes towards six varieties of English in the USA and Britain
Creative destruction
Transcending the nativeness paradigm
Towards a phonology of Hong Kong English
Torn between the norms
| Unique citing works | 30 |
|---|---|
| Citations per year | 3 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |