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題名 英語為第二外語學習者對英語口音的態度研究: 以台灣高中為例
Attitudes of EFL learners towards English accents: a survey in Taiwanese high school
作者 游舒淳
Yu, Su-Tsun
貢獻者 黃怡萍
Huang, Yi-Ping
游舒淳
Yu, Su-Tsun
關鍵詞 國際英語(EIL)
發音
語言態度
學習目標
學習動機
EIL
Pronunciation
Language attitude
Learning goal
Learning motivation
日期 2019
上傳時間 12-Feb-2019 15:39:47 (UTC+8)
摘要 國際上的溝通交流大部分是在非母語人士間(Crystal, 2003; Prodromou, 1997)，英語學習的目的是為了與不同國家的人士溝通，而非僅限於母語人士，在此情境下，國際英語(EIL)反映了應與使用者的不同文化背景，也改變了英語學習者的需求和目標。
然而在台灣，只有少數的研究探討高中生的發音學習目標，瞭解學生的學習目標有助於發音教學，因此，本研究欲更加了解台灣高中生英語發音的學習目標，檢視他們對待不同英語口音的態度，以及影響他們發音目標設定的相關因素和學習動機，以問卷以及Verbal-Guised Technique為研究工具，對172位台灣高中生進行研究。
在172個受試者中，百分之58的學生目標是發音和母語人士一樣，剩下的則是著重在提升語言的理解度。Verbal-Guise Technique的分析結果亦符合發音目標的結果，顯示受試者對英語母語口音的評價更高。關於影響發音目標選擇的因素，性別和英語能力自評和結果最為相關，結果顯示女性比男性更加渴望追求母語口音，另外受試者對自我英語能力評價越高，就越傾向追母語口音。
此外，受試者動機的分析結果指出，學生只要擁有較高的動機，不論是工具(instrumental)動機或融合(integrative)動機，他們都會更容易將學習母語口音設為目標。值得一提的是，分析結果也顯示，台灣高中生仍然有視母語人士為學習標竿的觀念。
鑑定完學生的觀點後，有助於教師後續的教學活動，首先教師應向學生澄清追求完美母語口音的觀念，並建立學生對於多元口音的知識，教學活動的目標旨在提升國際溝通時的理解力而非和母語人士一一樣的口音。
再者，教師補充多元口音的教材，以及提供學生和國際學生互動的機會，以提升學生溝通能力。這樣學生可以有更多接觸不同口音的機會，也能更加尊重世界上不同文化與人民。
Since the global communication happens mostly among non-native speakers (Crystal, 2003; Prodromou, 1997), English is being learned for international communication rather than communication with native speakers. In this situation, English as an International Language (EIL) reflects the culture diversity of users with different culture backgrounds and changes the learners’ pronunciation needs and goals.
However, few studies in Taiwan paid attention to high school students’ learning goals in pronunciation. Understanding students’ learning goals would be helpful in pronunciation teaching. Therefore, this study aims to explore the issue of Taiwanese high school students’ learning goals in English pronunciation, and investigate their attitudes towards accents, factors, and motivations contributing to their choices. This study drew data from 172 high school students by using questionnaire and Verbal-Guise Technique.
The analysis of 172 responses showed that 58 percent of the students would like to pursue native accents while the rest of them concentrate on the intelligibility. The analysis of Verbal-guised technique (VGT) also corresponds to this result indicating more positive attitudes of the students toward the native accent.
As to the four factors that might contribute to their choices in learning goals, gender and self-perceived proficiency were found most related to the results. Female students were more eager to acquire native accents than male students. Besides gender difference, the participants’ self-perceived proficiency would also have an influence on their learning goal in pronunciation. With the levels advancing, the participants would have a tendency to set their goals to be like native speakers.
Besides, the results of motivations investigation indicate that if students possess higher motivations, no matter instrumental or integrative, they would have the tendency to pursue native accents. It is worth to note that high school students still held the belief that native accents were the benchmark of achievement and deserved to be complimented.
After identifying their students’ perspectives, it is helpful for teachers to engage them for further pedagogical instruction. First of all, teachers should clarify their belief about the perfection of native accents and further build their knowledge for varieties of English and promote intelligibility in global communication. Moreover, teachers can supplement them with more resources on other varieties of English and also provide students with different opportunities to interact with international students to promote the participants’ communication abilities. In doing so, students can have more opportunity to get access to different varieties of English and show respect to different cultures and people around the world.
參考文獻 Bernaisch, T., & Koch, C. (2015). Attitudes towards Englishes in India. World Englishes.
Cheng, C. F. (2009). EFL CHILDREN’S PERCEPTIONS OF AND ATTITUDES TOWARD ENGLISH ACCENTS: A CASE IN TAIWAN. Unpublished master’s thesis. National Pingtung University of Education, Taiwan.
Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77-86.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.
Crystal, D. 1997. English as a Global Language. Cambridge: Cambridge University Press.
Dalton‐Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128.
David, C. (1997). English as a global language. UK: Cambridge University Press. Print.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning.
Graddol, D. 1997. The Future English? The British Council.
Groom, C. (2012). Non-native attitudes towards teaching English as a lingua franca in Europe. English Today, 28(1), 50-57.
He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769-789.
Hundt, M., Zipp, L., & Huber, A. (2015). Attitudes in Fiji towards varieties of English. World Englishes, 34(4), 688-707.
Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia-Social and Behavioral Sciences, 90, 114-123.
Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language?. ELT journal, 52(2), 119-126.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. Tesol Quarterly, 39(3), 535-543.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1986). The Alchemy of English: The Spread. Functions and Models of Oxford: Pergamon.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. University of Illinois Press.
Kirkpatrick, A., & Zhichang, X. (2002). Chinese pragmatic norms and ‘China English’. World Englishes, 21(2), 269-279.
Kirkpatrick, A. (2006). Which Model of English: Native-speaker, Nativizecl or. English in the world: Global rules, global roles, 71.
Kirkpatrick, A. (2007). 11. Linguistic imperialism? English as a global language. Handbook of language and communication: Diversity and change, 9, 333.
Kobayashi, I. (2008). They speak`incorrect`English: Understanding Taiwanese Learners` Views on L2 Varieties of English. Philippine journal of linguistics, 39, 81-98.
Labov, W. (2006). First approach to the structure of New York City English. In The Social Stratification of English in New York City (pp. 18-39). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511618208.005
Lambert Wallace, E., Hodgson, R. C., Gardner, R. C., & Fillenbaum, S. (1960). Evaluational reactions to spoken language. Journal of Abnormal and Social Psychology, 60(1), 44-51.
language and literatures, 11–30.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
Lee, H. C., & Wang, P. L. (2015). An Empirical Study of University Students` Attitude Toward English Accent. Jiaoyu Shijian Yu Yanjiu, 28(1), 33.
Lennartsson, F. (2008). Students` motivation and attitudes towards learning a second language:-British and Swedish students` points of view.
Levis, J. (2005). Changing Contexts and Shifting Paradigms in Pronunciation Teaching. TESOL Quarterly, 39, 369-377.
MARINOVA‐TODD, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL quarterly, 34(1), 9-34.
Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332-344.
McKenzie, R. M. (2008). Social factors and non‐native attitudes towards varieties of spoken English: a Japanese case study. International Journal of Applied Linguistics, 18(1), 63-88.
Midraj, S., Midraj, J., O`Neill, G., & Sellami, A. (2008). The affective factors and English language attainment of Arab EFL learners. International Journal of Applied Educational Studies, 1(1), 43.
Munro, M. J., & Derwing, T. M. (2001). Modeling perceptions of the accentedness and comprehensibility of L2 speech the role of speaking rate. Studies in second language acquisition, 23(4), 451-468.
Munro, M. J. (2003). A Primer on Accent Discrimination in the Canadian Context. TESL Canada Journal, 20(2), 38-51.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly, 25(3), 481-520.
Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal, Vol. VII, No. 6.
Oller, J. W., Hudson, A. J., & Liu, P. F. (1977). Attitudes and attained proficiency in ESL: A sociolinguistic study of native speakers of Chinese in the United States. Language learning, 27(1), 1-23.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
Rajadurai, J. (2001, July). An investigation of the effectiveness of teaching pronunciation to Malaysian TESL students. In English Teaching Forum (Vol. 39, No. 3, pp. 10-15).
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners` perceptions of accent. Tesol Quarterly, 40(4), 715-738.
Takeshita, Y. (2000). Japanese English as a variety of Asian Englishes and Japanese students of English. Intercultural Communication Studies, 10(1), 1-8.
Timmis, I. (2002). Native‐speaker norms and International English: a classroom view. ELT journal, 56(3), 240-249.
Tokumoto, M., & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30(3), 392-408.
Wong, Wei-Siou (2001) Taiwanese University Students’ Attitudes towards Indian English Accent: A Perspective of World Englishes. Unpublished master`s thesis, National Yunlin University of Science and Technology, Taiwan.
描述 碩士
國立政治大學
英國語文學系
1025510171
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1025510171
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 游舒淳zh_TW
dc.contributor.author (Authors) Yu, Su-Tsunen_US
dc.creator (作者) 游舒淳zh_TW
dc.creator (作者) Yu, Su-Tsunen_US
dc.date (日期) 2019en_US
dc.date.accessioned 12-Feb-2019 15:39:47 (UTC+8)-
dc.date.available 12-Feb-2019 15:39:47 (UTC+8)-
dc.date.issued (上傳時間) 12-Feb-2019 15:39:47 (UTC+8)-
dc.identifier (Other Identifiers) G1025510171en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122250-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 1025510171zh_TW
dc.description.abstract (摘要) 國際上的溝通交流大部分是在非母語人士間(Crystal, 2003; Prodromou, 1997)，英語學習的目的是為了與不同國家的人士溝通，而非僅限於母語人士，在此情境下，國際英語(EIL)反映了應與使用者的不同文化背景，也改變了英語學習者的需求和目標。
然而在台灣，只有少數的研究探討高中生的發音學習目標，瞭解學生的學習目標有助於發音教學，因此，本研究欲更加了解台灣高中生英語發音的學習目標，檢視他們對待不同英語口音的態度，以及影響他們發音目標設定的相關因素和學習動機，以問卷以及Verbal-Guised Technique為研究工具，對172位台灣高中生進行研究。
在172個受試者中，百分之58的學生目標是發音和母語人士一樣，剩下的則是著重在提升語言的理解度。Verbal-Guise Technique的分析結果亦符合發音目標的結果，顯示受試者對英語母語口音的評價更高。關於影響發音目標選擇的因素，性別和英語能力自評和結果最為相關，結果顯示女性比男性更加渴望追求母語口音，另外受試者對自我英語能力評價越高，就越傾向追母語口音。
此外，受試者動機的分析結果指出，學生只要擁有較高的動機，不論是工具(instrumental)動機或融合(integrative)動機，他們都會更容易將學習母語口音設為目標。值得一提的是，分析結果也顯示，台灣高中生仍然有視母語人士為學習標竿的觀念。
鑑定完學生的觀點後，有助於教師後續的教學活動，首先教師應向學生澄清追求完美母語口音的觀念，並建立學生對於多元口音的知識，教學活動的目標旨在提升國際溝通時的理解力而非和母語人士一一樣的口音。
再者，教師補充多元口音的教材，以及提供學生和國際學生互動的機會，以提升學生溝通能力。這樣學生可以有更多接觸不同口音的機會，也能更加尊重世界上不同文化與人民。		zh_TW
dc.description.abstract (摘要) Since the global communication happens mostly among non-native speakers (Crystal, 2003; Prodromou, 1997), English is being learned for international communication rather than communication with native speakers. In this situation, English as an International Language (EIL) reflects the culture diversity of users with different culture backgrounds and changes the learners’ pronunciation needs and goals.
However, few studies in Taiwan paid attention to high school students’ learning goals in pronunciation. Understanding students’ learning goals would be helpful in pronunciation teaching. Therefore, this study aims to explore the issue of Taiwanese high school students’ learning goals in English pronunciation, and investigate their attitudes towards accents, factors, and motivations contributing to their choices. This study drew data from 172 high school students by using questionnaire and Verbal-Guise Technique.
The analysis of 172 responses showed that 58 percent of the students would like to pursue native accents while the rest of them concentrate on the intelligibility. The analysis of Verbal-guised technique (VGT) also corresponds to this result indicating more positive attitudes of the students toward the native accent.
As to the four factors that might contribute to their choices in learning goals, gender and self-perceived proficiency were found most related to the results. Female students were more eager to acquire native accents than male students. Besides gender difference, the participants’ self-perceived proficiency would also have an influence on their learning goal in pronunciation. With the levels advancing, the participants would have a tendency to set their goals to be like native speakers.
Besides, the results of motivations investigation indicate that if students possess higher motivations, no matter instrumental or integrative, they would have the tendency to pursue native accents. It is worth to note that high school students still held the belief that native accents were the benchmark of achievement and deserved to be complimented.
After identifying their students’ perspectives, it is helpful for teachers to engage them for further pedagogical instruction. First of all, teachers should clarify their belief about the perfection of native accents and further build their knowledge for varieties of English and promote intelligibility in global communication. Moreover, teachers can supplement them with more resources on other varieties of English and also provide students with different opportunities to interact with international students to promote the participants’ communication abilities. In doing so, students can have more opportunity to get access to different varieties of English and show respect to different cultures and people around the world.		en_US
dc.description.tableofcontents Acknowledgements ii
CHINESE ABSTRACT v
ABSTRACT vii
CHAPTER 1 INTRODUCTION 1
Background and Motivation 1
Research Purpose and Research Questions 2
Significance of the Study 3
Overview of the Study 3
CHAPTER 2 LITERATURE REVIEW 5
Pronunciation Learning Goal 5
Importance of Attitude Study: Attitude and Motivation 6
Attitude 7
Motivation 7
Attitude and Motivation in the Study 8
Research on Attitude Study 9
Participants in ESL context 9
Participants in EFL context 11
Participants from both ESL and EFL countries 13
Research on Attitude Study in Taiwan 15
CHAPTER 3 METHODOLOGY 19
Participants 19
Instrument 20
A questionnaire about the background information of students 21
A questionnaire about accents and learning motivations 21
The verbal-guise technique (VGT) 23
Procedure 25
Data analysis 25
CHAPTER 4 RESULTS 29
Questionnaire Survey 29
Research Question 1: Attitudes toward Accents 29
Research Question 1: Verbal Guised Technique 31
Research Question 2: Motivations 34
Research Question 2: Background Information 41
CHAPTER 5 DISCUSSION 47
RQ1:The Participants’ Learning Goal 47
RQ1: Motivations Behind Their Learning Goal 48
Common Belief: Native Accent is Perfect 48
Common Belief: Native Accent is the Ultimate Goal of Learning 49
Comments from Others 50
The Need for Global Communication? 51
Intelligibility Rather Than Accent 52
Language Identity 54
RQ2: Factors Related to the Learning Goal 54
Gender 55
Self-Perceived Proficiency 55
Familiarity 56
Exposure 57
CHAPTER 6 CONCLUSION 59
Summary 59
Pedagogical Suggestions 60
Identify Students’ Perspectives and Clarify their Perspectives 60
Build Students’ Knowledge for the Varieties of English 61
English as an International Language (EIL) 63
Select Appropriate Teaching Models 63
Exposure to Different Varieties 64
Limitations of the Study & Direction for Future Research 65
APPENDIX (Questionnaire) 66
REFERENCE 70		zh_TW
dc.format.extent 764363 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1025510171en_US
dc.subject (關鍵詞) 國際英語(EIL)zh_TW
dc.subject (關鍵詞) 發音zh_TW
dc.subject (關鍵詞) 語言態度zh_TW
dc.subject (關鍵詞) 學習目標zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) EILen_US
dc.subject (關鍵詞) Pronunciationen_US
dc.subject (關鍵詞) Language attitudeen_US
dc.subject (關鍵詞) Learning goalen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.title (題名) 英語為第二外語學習者對英語口音的態度研究: 以台灣高中為例zh_TW
dc.title (題名) Attitudes of EFL learners towards English accents: a survey in Taiwanese high schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Bernaisch, T., & Koch, C. (2015). Attitudes towards Englishes in India. World Englishes.
Cheng, C. F. (2009). EFL CHILDREN’S PERCEPTIONS OF AND ATTITUDES TOWARD ENGLISH ACCENTS: A CASE IN TAIWAN. Unpublished master’s thesis. National Pingtung University of Education, Taiwan.
Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes toward English accents. World Englishes, 14(1), 77-86.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.
Crystal, D. 1997. English as a Global Language. Cambridge: Cambridge University Press.
Dalton‐Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128.
David, C. (1997). English as a global language. UK: Cambridge University Press. Print.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning.
Graddol, D. 1997. The Future English? The British Council.
Groom, C. (2012). Non-native attitudes towards teaching English as a lingua franca in Europe. English Today, 28(1), 50-57.
He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769-789.
Hundt, M., Zipp, L., & Huber, A. (2015). Attitudes in Fiji towards varieties of English. World Englishes, 34(4), 688-707.
Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia-Social and Behavioral Sciences, 90, 114-123.
Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language?. ELT journal, 52(2), 119-126.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. Tesol Quarterly, 39(3), 535-543.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1986). The Alchemy of English: The Spread. Functions and Models of Oxford: Pergamon.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. University of Illinois Press.
Kirkpatrick, A., & Zhichang, X. (2002). Chinese pragmatic norms and ‘China English’. World Englishes, 21(2), 269-279.
Kirkpatrick, A. (2006). Which Model of English: Native-speaker, Nativizecl or. English in the world: Global rules, global roles, 71.
Kirkpatrick, A. (2007). 11. Linguistic imperialism? English as a global language. Handbook of language and communication: Diversity and change, 9, 333.
Kobayashi, I. (2008). They speak`incorrect`English: Understanding Taiwanese Learners` Views on L2 Varieties of English. Philippine journal of linguistics, 39, 81-98.
Labov, W. (2006). First approach to the structure of New York City English. In The Social Stratification of English in New York City (pp. 18-39). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511618208.005
Lambert Wallace, E., Hodgson, R. C., Gardner, R. C., & Fillenbaum, S. (1960). Evaluational reactions to spoken language. Journal of Abnormal and Social Psychology, 60(1), 44-51.
language and literatures, 11–30.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. Routledge.
Lee, H. C., & Wang, P. L. (2015). An Empirical Study of University Students` Attitude Toward English Accent. Jiaoyu Shijian Yu Yanjiu, 28(1), 33.
Lennartsson, F. (2008). Students` motivation and attitudes towards learning a second language:-British and Swedish students` points of view.
Levis, J. (2005). Changing Contexts and Shifting Paradigms in Pronunciation Teaching. TESOL Quarterly, 39, 369-377.
MARINOVA‐TODD, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL quarterly, 34(1), 9-34.
Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332-344.
McKenzie, R. M. (2008). Social factors and non‐native attitudes towards varieties of spoken English: a Japanese case study. International Journal of Applied Linguistics, 18(1), 63-88.
Midraj, S., Midraj, J., O`Neill, G., & Sellami, A. (2008). The affective factors and English language attainment of Arab EFL learners. International Journal of Applied Educational Studies, 1(1), 43.
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ENG.001.2019.A09en_US