Volume 4, Issue 3 (9-2019)                   IJREE 2019, 4(3): 42-54 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Saharkhiz Arabani A, Fathi J, Balalaei Somehsaraei R. The Effect of Use of Native-accent and Non-native Accent Materials on the Iranian EFL Learners’ Listening Comprehension: An EIL Perspective. IJREE. 2019; 4 (3)
URL: http://ijreeonline.com/article-1-207-en.html
University of Kurdistan, Assistant Professor in TEFL
Abstract:   (611 Views)
The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.
 
Full-Text [PDF 588 kb]   (41 Downloads)    
Type of Study: Research | Subject: General

References
1. Abeywickrama, P. (2013). Why not non-native varieties of English as listening comprehension test input? RELC Journal, 44(1), 59-74. [DOI:10.1177/0033688212473270]
2. Ahmadi, S. M. (2016). An investigation into the effect of authentic materials on Iranian EFL learners' English listening comprehension. International Journal of Research in English Education, 1(1), 38-42. URL: http://ijreeonline.com/article-1-27-en.html
3. Bacon, S. M. (1989). Listening for real in the foreign language classroom 1. Foreign Language Annals, 22(6), 543-550. [DOI:10.1111/j.1944-9720.1989.tb02781.x]
4. Bacon, S. M. (1992). Phases of listening to authentic input in Spanish: A descriptive study. Foreign Language Annals, 25(4), 317-333. [DOI:10.1111/j.1944-9720.1992.tb00552.x]
5. Bent, T., & Bradlow, A. R. (2003). The interlanguage speech intelligibility benefit. The Journal of the Acoustical Society of America, 114(3), 1600-1610. [DOI:10.1121/1.1603234] [PMID]
6. Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755. [DOI:10.1002/j.1545-7249.2007.tb00101.x]
7. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
8. Canagarajah, A. S. (2006). The place of world Englishes in composition: Pluralization continued. College composition and communication, 57(4), 586-619. https://www.jstor.org/stable/20456910
9. Cook, V. (2016). Where is the native speaker now? TESOL Quarterly, 50(1), 186-189. [DOI:10.1002/tesq.286]
10. Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers' beliefs. System, 80, 107-119. [DOI:10.1016/j.system.2018.11.004]
11. Field, J. (2003). Promoting perception: Lexical segmentation in L2 listening. ELT Journal, 57(4), 325-334. [DOI:10.1093/elt/57.4.325]
12. García, O., & Wei, L. (2014). Translanguaging. The Encyclopedia of Applied Linguistics, 1-7. [DOI:10.1057/9781137385765]
13. Ghaderpanahi, L. (2012). Using authentic aural materials to develop listening comprehension in the EFL classroom. English Language Teaching, 5(6), 146-153. [DOI:10.5539/elt.v5n6p146]
14. Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28(1), 64-69. [DOI:10.1080/09571730385200221]
15. Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107-119. [DOI:10.1017/S0261444816000306]
16. Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. [DOI:10.1111/j.1467-971X.2009.01582.x]
17. Jenkins J., & Leung C. (2016) Assessing English as a Lingua Franca. In: Shohamy E., Or I., May S. (eds), Language testing and assessment. Encyclopedia of language and education (3rd ed.). Springer, Cham. [DOI:10.1007/978-3-319-02326-7_7-1]
18. Jułkowska, I. A., & Cebrian, J. (2015). Effects of listener factors and stimulus properties on the intelligibility, comprehensibility and accentedness of L2 speech. Journal of Second Language Pronunciation, 1(2), 211-237. [DOI:10.1075/jslp.1.2.04jul]
19. Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163-180. [DOI:10.1177/0265532211421161]
20. Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In Quirk R., Widdowson H. (Eds.), English in the World. Cambridge University Press, Cambridge, UK.
21. Kang, O., Thomson, R., & Moran, M. (2019). The Effects of international accents and shared first language on listening comprehension tests. TESOL Quarterly, 53(1), 56-81. [DOI:10.1002/tesq.463]
22. Kopperoinen, A. (2011). Accents of English as a lingua franca: a study of Finnish textbooks. International Journal of Applied Linguistics, 21(1), 71-93. [DOI:10.1111/j.1473-4192.2010.00263.x]
23. Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894-931. [DOI:10.1002/tesq.272]
24. Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314-323. [DOI:10.1111/j.1473-4192.2004.00068.x]
25. Mousavi, S. A., & Iravani, H. (2012). The effect of authentic versus non-authentic aural materials on EFL learners' listening comprehension. English Language and Literature Studies, 2(1), 21. [DOI:10.5539/ells.v2n1p21]
26. Namaziandost, E., Esfahani, F. R., & Hashemifarnia, A. (2018). The impact of using authentic videos on prosodic ability among foreign language learners. International Journal of Instruction, 11(4), 375-390. doi: 10.12973/iji.2018.11424a [DOI:10.12973/iji.2018.11424a]
27. Ockey, G. J., Papageorgiou, S., & French, R. (2016). Effects of strength of accent on an L2 interactive lecture listening comprehension test. International Journal of Listening, 30(1-2), 84-98. [DOI:10.1080/10904018.2015.1056877]
28. Ó Murchadha, N. O. E. L., & Flynn, C. J. (2018). Educators' target language varieties for language learners: Orientation toward 'native' and 'nonnative' norms in a minority language context. The Modern Language Journal, 102(4), 797-813. [DOI:10.1111/modl.12514]
29. Piller, I. (2001). Who, if anyone, is a native speaker? Anglistik, 12(2), 109-121.
30. Porter, D., & Roberts, J. (1981). Authentic listening activities1. ELT Journal, 36(1), 37-47. [DOI:10.1093/elt/36.1.37]
31. Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners' listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123-133. doi:10.5539/elt.v9n6p123 [DOI:10.5539/elt.v9n6p123]
32. Rogers, C. V., & Medley, F. W. (1988). Language with a purpose: Using authentic materials in the foreign language classroom. Foreign Language Annals, 21(5), 467-478. [DOI:10.1111/j.1944-9720.1988.tb01098.x]
33. Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33(4), 511-531. https://www.jstor.org/stable/40196047 [DOI:10.1007/BF00973770]
34. Sabet, M. K., & Mahsefat, H. (2012). The impact of authentic listening materials on elementary EFL learners' listening skills. International Journal of Applied Linguistics and English Literature, 1(4), 216-229. [DOI:10.7575/ijalel.v.1n.4p.216]
35. Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom (p. 63). Boston: Heinle & Heinle.
36. Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179-189. [DOI:10.1111/j.1540-4781.1994.tb02030.x]
37. Sung, C. C. M. (2016). Exposure to multiple accents of English in the English Language Teaching classroom: from second language learners' perspectives. Innovation in Language Learning and Teaching, 10(3), 190-205. [DOI:10.1080/17501229.2014.936869]
38. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. [DOI:10.1017/S0261444807004338]
39. Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416. [DOI:10.1111/lang.12105]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


© 2019 All Rights Reserved | International Journal of Research in English Education

Designed & Developed by : Yektaweb