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Is it enough to be understood? A study of teacher attitudes towards accent in the EFL classroom

Silva, Martin LU (2023) ÄEND14 20222
English Studies
Division of English Studies
Abstract
This study investigates teacher attitudes towards accent in the EFL classroom. The central
theoretical base for this study is English as a lingua franca (ELF), which proposes that
intelligibility is the key to communication in English between people from different
backgrounds. EFL, together with the Common European Framework of Reference (CEFR)
document from 2018 that removed a nativelike pronunciation altogether as a requirement for a
higher language proficiency, seem to be the biggest proponent for intelligibility as the goal. On
the other hand, much of the previous research claims that both teachers and students regard a
nativelike accent as an important trait, and that a distinct L1 accent is viewed as something
negative... (More)
This study investigates teacher attitudes towards accent in the EFL classroom. The central
theoretical base for this study is English as a lingua franca (ELF), which proposes that
intelligibility is the key to communication in English between people from different
backgrounds. EFL, together with the Common European Framework of Reference (CEFR)
document from 2018 that removed a nativelike pronunciation altogether as a requirement for a
higher language proficiency, seem to be the biggest proponent for intelligibility as the goal. On
the other hand, much of the previous research claims that both teachers and students regard a
nativelike accent as an important trait, and that a distinct L1 accent is viewed as something
negative (Jenkins, 2005; Chan, 2016; Candan & Inal, 2020; Tabataba et al., 2018). Data for this
study was collected from interviews with four Swedish EFL teachers about their attitudes
towards accents, and if/how they do teach accents in their classes. The data shows that while
the teachers initially described intelligibility as the main goal for their students to achieve, they
also pointed out that there are still many advantages of speaking with a nativelike accent, in
terms of gaining status and respect. The results also showed that the teachers themselves believe
that the students have less respect for a teacher who speaks with an accent. Although the study
is quite limited in scope, the results indicate that a larger study of a similar kind with similar
results, in Sweden, could create a need for questioning how to raise the status of L1 accented
English and whether Skolverket should include more explicit aims regarding accents in their
syllabi. (Less)
Please use this url to cite or link to this publication:
author
Silva, Martin LU
supervisor
organization
course
ÄEND14 20222
year
type
L3 - Miscellaneous, Projetcs etc.
subject
keywords
accents, teacher attitudes, pronunciation, English as a lingua franca, World Englishes, nativelikeness
language
English
id
9110071
date added to LUP
2023-08-21 13:30:37
date last changed
2023-08-21 13:30:37
@misc{9110071,
  abstract     = {{This study investigates teacher attitudes towards accent in the EFL classroom. The central
theoretical base for this study is English as a lingua franca (ELF), which proposes that
intelligibility is the key to communication in English between people from different
backgrounds. EFL, together with the Common European Framework of Reference (CEFR)
document from 2018 that removed a nativelike pronunciation altogether as a requirement for a
higher language proficiency, seem to be the biggest proponent for intelligibility as the goal. On
the other hand, much of the previous research claims that both teachers and students regard a
nativelike accent as an important trait, and that a distinct L1 accent is viewed as something
negative (Jenkins, 2005; Chan, 2016; Candan & Inal, 2020; Tabataba et al., 2018). Data for this
study was collected from interviews with four Swedish EFL teachers about their attitudes
towards accents, and if/how they do teach accents in their classes. The data shows that while
the teachers initially described intelligibility as the main goal for their students to achieve, they
also pointed out that there are still many advantages of speaking with a nativelike accent, in
terms of gaining status and respect. The results also showed that the teachers themselves believe
that the students have less respect for a teacher who speaks with an accent. Although the study
is quite limited in scope, the results indicate that a larger study of a similar kind with similar
results, in Sweden, could create a need for questioning how to raise the status of L1 accented
English and whether Skolverket should include more explicit aims regarding accents in their
syllabi.}},
  author       = {{Silva, Martin}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Is it enough to be understood? A study of teacher attitudes towards accent in the EFL classroom}},
  year         = {{2023}},
}