Being "Neutral"? English Pronunciation among Norwegian Learners

Autor/inn/en	Rindal, Ulrikke; Piercy, Caroline
Titel	Being "Neutral"? English Pronunciation among Norwegian Learners
Quelle	In: World Englishes, 32 (2013) 2, S.211-229 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2919
DOI	10.1111/weng.12020
Schlagwörter	Pronunciation; North American English; English (Second Language); Foreign Countries; Norwegian; Adolescents; Sociolinguistics; Native Speakers; Second Language Learning; Second Language Instruction; Language Variation; Mass Media Effects; Secondary School Students; Norway; United Kingdom + Suchen Sie Ihr Suchwort? Aussprache; Amerikanisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Norwegisch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziolinguistik; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Sekundarschüler; Norwegen; Großbritannien
Abstract	This study investigates the pronunciation of English among Norwegian adolescents by applying sociolinguistic methods in a second language context. Results from an auditory analysis of seven phonological variables show a blended use of linguistic features from American English and British English, with some additional pronunciations, forming a hybrid and variable L2 accent. The participants' pronunciation aligns with their self-expressed target accents. However, American English is the dominant pronunciation, suggesting influence from imported American media. Although the majority of learners aim towards a native accent, a large minority report a wish to avoid native accents and use a "neutral" variety of English. The variability in the local appropriation of English reflects the transitional status of English in Norway, and contributes to the increasing diversity in the development of English as a global language. The results have implications for English language educators, who must meet the needs of proficient learners in transitional second language environments. (Contains 7 tables, 2 figures and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10