A Multi-Perspective Investigation of Attitudes towards English Accents in Hong Kong: Implications for Pronunciation Teaching

Autor/in	Chan, Jim Y. H.
Titel	A Multi-Perspective Investigation of Attitudes towards English Accents in Hong Kong: Implications for Pronunciation Teaching
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 50 (2016) 2, S.285-313 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.218
Schlagwörter	Dialects; Pronunciation; Foreign Countries; Pronunciation Instruction; Student Attitudes; Comparative Analysis; Prior Learning; Learning Experience; Metalinguistics; English (Second Language); Second Language Learning; College Students; Secondary School Students; Attitude Change; Hong Kong + Suchen Sie Ihr Suchwort? Dialect; Dialekt; Aussprache; Ausland; Ausspracheübung; Schülerverhalten; Vorkenntnisse; Lernerfahrung; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Sekundarschüler; Attitudinal change; Einstellungsänderung; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01