Chinese Students' Attitudes toward African American Standard and Vernacular English

Autor/in	Chmarkh, Mustapha
Titel	Chinese Students' Attitudes toward African American Standard and Vernacular English
Quelle	9 (2021) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-2210
Schlagwörter	Student Attitudes; Language Attitudes; Sociolinguistics; Positive Attitudes; North American English; Whites; Asians; Social Bias; Comparative Analysis; Audio Equipment; Validity; Gender Differences; Undergraduate Students; Foreign Students; Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Schülerverhalten; Sprachverhalten; Soziolinguistik; Amerikanisches Englisch; White; Weißer; Asian; Asiat; Asiatin; Asiaten; Asiate; Audio-CD; Gültigkeit; Geschlechterkonflikt; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	To the best of our knowledge, this is the first sociolinguistic matched-guise experiment that examined Chinese students' attitudes toward African American English in both its standard and vernacular variants. This pilot study explored Chinese students' implicit bias--if any--toward African American English compared to white American English. For this purpose, seventy-two undergraduate Chinese students pursuing their studies in the US rated standard and vernacular English recordings of a White American female speaker and an African American female speaker. To optimize the validity of this experiment, two non-guises were included as distractors. The findings suggest that the participants held a more positive attitude toward White American English. Interestingly, female respondents rated the African American guise slightly higher than their male counterparts. Finally, when the African American speaker's teaching-related traits were rated, participants favored the standard over the vernacular recording. In sum: the findings suggest that respondents might have an existing/emerging implicit bias toward the African American speaker. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01