The Intelligibility and Comprehensibility of World Englishes to Non-Native Speakers
2
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
The aim of this study is to investigate which pronunciations of English are difficult or different from one`s first language, as well as to explore which factors are crucial for communication with people from other cultures when English is used as one of the World Englishes. Ninety-one undergraduate students (85 females and 6 males) from two different Korean universities participated in this study. A survey was conducted to determine their background information and to find out their attitudes toward World Englishes. This study was based on two concepts: ``intelligibility`` (focusing on words) and ``comprehensibility`` (focusing on meaning) when communicating with people from different countries`. For attaining intelligibility, one must overcome such factors as pronunciation, stress, intonation, and the vowel and consonant sounds of English. On the other hand, for achieving comprehensibility, there are other factors predominate such as grammatical, cultural, socio-linguistic and pragmatic aspects. Thus, in order to avoid intelligibility and comprehensibility problems, EFL/ESL students should learn all the common varieties of English used between native speakers and non-native speakers (NSs-NNSs) and between two non-native speakers (NNSs-NNSs). Additionally, students should consider and respect different situations and different cultural backgrounds to establish successful intelligibility and comprehensibility.
Abstract
The aim of this study is to investigate which pronunciations of English are difficult or different from one`s first language, as well as to explore which factors are crucial for communication with people from other cultures when English is used as one of the World Englishes. Ninety-one undergraduate students (85 females and 6 males) from two different Korean universities participated in this study. A survey was conducted to determine their background information and to find out their attitudes toward World Englishes. This study was based on two concepts: ``intelligibility`` (focusing on words) and ``comprehensibility`` (focusing on meaning) when communicating with people from different countries`. For attaining intelligibility, one must overcome such factors as pronunciation, stress, intonation, and the vowel and consonant sounds of English. On the other hand, for achieving comprehensibility, there are other factors predominate such as grammatical, cultural, socio-linguistic and pragmatic aspects. Thus, in order to avoid intelligibility and comprehensibility problems, EFL/ESL students should learn all the common varieties of English used between native speakers and non-native speakers (NSs-NNSs) and between two non-native speakers (NNSs-NNSs). Additionally, students should consider and respect different situations and different cultural backgrounds to establish successful intelligibility and comprehensibility.
참고문헌 (33)
- Ballard, B., "Teaching international students : A brief guide for lecturers and supervisors. Deakin", IDP Education Australia, ~ (1997)
- Brown, H. D., "Principles of language learning and teaching" (1994), Prentice Hall Regents
- Brutt-Griffler, J., "World English : A study of its development" (2002), Multilingual Matters
- Crystal, D., "English as a global language" (1997), Cambridge University Press
- Derwing, T. M., "Second language accent and pronunciation teaching : A research-based approach", TESOL Quarterly, 39(3), pp.379~398 (2005)
- Field, J., "Intelligibility and the listener : The role of lexical stress", TESOL Quarterly, 39(3), pp.399~424 (2005)
- Heuser, L., "Collaborating together : Linked intercultural learning activities for undergraduate Japanese and American students", Asian EFL Journal, 9(1), pp.39~64 (2007)
- Jenkins, J., "The phonology of English as an international language : New models, new norms, new goals" (2000), Oxford University Press
- Jenkins, J., "Research in teaching pronunciation and intonation", Annual Review of Applied Linguistics, 24, pp.109~125 (2004)
- Joh, J. S., "Re-examination of the role of formal instruction in L2 pronunciation", Foreign Language Education, 8(2), pp.23~44 (2001)
- Kasper, G., "Pragmatic comprehension in learner-native speaker discourse", In Language Learning, 34(4), pp.1~20 (1984)
- Kim, B. S., "A study on the effective phonics strategies", English Language Education, 31, pp.105~123 (2005)
- Kim, J. P., "A cross cultural communication analyzed", Asian EFL Journal. June 2002 Conference (2002)
- Kim, Y. S., "The descriptive manners and its problems for Korean pronunciation textbook", Dongnam Journal of Korean Language & Literature, 20, pp.119~136 (2005)
- Kim, O. S., "English pronunciation teaching in middle schools", English Language Education, 16, pp.203~229 (1996)
- Lee, H., "Cross-cultural distance learning and language acquisition" (2003), Hankook Publishing Company
- Liddicoat, A., "Academic communication across disciplines and cultures" (1997), Victoria University
- Llurda, E., "Non-native-speaker teachers and English as an international language", International Journal of Applied Linguistics, 14(3), pp.314~323 (2004)
- Low, E. L., "A cross-varietal comparison of deaccenting and given information : Implications for international intelligibility and pronunciation teaching", TESOL Quarterly, 40(4), pp.739~761 (2006)
- McKay, S. L., "Toward an appropriate EIL pedagogy : Re-examining common ELT assumptions", International Journal of Applied Linguistics, 13(1), pp.1~22 (2003)
- Nation, P., "The role of the first language in foreign language learning", Asian EFL Journal, 5(2), pp.1~8 (2003)
- Nault, D., "Using world literatures to promote intercultural competence in Asian EFL learners", Asian EFL Journal, 8(2), pp.132~150 (2006)
- Phan, L. H., "How do culturally situated notions of "polite" forms influence the way Vietnamese postgraduate students write academic English in Australia?", Australian Journal of Education, 45(3), pp.296~308 (2001)
- Phan, L. H., "Toward a critical notion of appropriation of English as an international language", Asian EFL Journal, 7(3), pp.34~46 (2005)
- Pavel, T., "Comprehension-based practice : The development of L2 pronunciation in a listening and reading program", Studies in Second Language Acquisition, 31, pp.609~639 (2009)
- Park, K. J., "Cross-cultural distance learning and language acquisition" (2003), Hankook Publishing Company
- Riney, T. J., "Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners", TESOL Quarterly, 39(3), pp.441~466 (2005)
- Scales, J., "Language learners' perceptions of accent", TESOL Quarterly, 40(4), pp.715~738 (2006)
- Seidlhofer, B., "A concept of international English and related issues : From 'real English' to 'realistic English'?", Council of Europe, ~ (2003)
- Sifakis, N. C., "Pronunciation issues and EIL pedagogy in the periphery : A survey of Greek state school teachers' beliefs", TESOL Quarterly, 39(3), pp.467~488 (2005)
- Silveira, R., "Pronunciation instruction classroom practice and empirical research", Linguagem & Ensino, 5(1), pp.93~126 (2002)
- Yeo, M. K., "The effective teaching of English pronunciation for raising communicative competence of primary school students", English Language Education, 33, pp.120~139 (2006)
- Yu, M. C., "On the teaching and learning of L2 sociolinguistic competence in classroom settings", Asian EFL Journal, 8(2), pp.111~131 (2006)