This empirical study will focus on the usage of accents of English Teachers in a German school in the context of second language acquisition. It becomes apparent that this theme could fill entire books due to its complexity. For this reason, the topic of research is limited to the perception of English teachers towards accents in one school in Germany. It will be examined, if British English accents are still the most spread among English teachers in German schools. After discussing the theoretical background, the method of the present study will be presented. Subsequently, the results of the evaluation of the questionnaire will be shown and finally discussed, together with the contribution to attitudinal research as well as practical implications for teachers.
Nowadays, we are progressively diverging from one Standard English and therefore one standard accent to a more widespread variety of accents. Same goes for second language learners, as they adapt to these varieties. In Germany, English is taught in school as a second language beginning at the age of nine or ten. Due to a mixture of native and non-native speakers from all over the world, all teachers have their personal accent they employ in class. However, a few years ago, British English (English English) was still seen as the most favorable language to use in class. Because of its actuality, several studies have already been realized. As an example, it has been revealed that British English does no longer receive the highest ratings and that the American accent is emerging, while Received Pronunciation (R.P.) still scored highest in Giles’ study in 1970. Regarding the context of school, the teachers’ consciousness and attitudes towards accents have been examined. In order to also take a look at the other side of the coin, Alford and Strother (1990) have concentrated on non-native speakers’ reactions to different accents. For comparison purposes, Major et al. (2002) also focused on the effects of learning from native or non-native teachers.
Table of Contents
1. Introduction
2. Theoretical Background
2.1. Evaluative Reactions to Accents
2.2. Teachers Reflections on Accents
2.3. Speakers Reactions to Accents
2.4. Research Question and Hypotheses
3. Method
3.1. Design and Procedure
3.2. Material
3.3. Limitations
4. Results and Discussion
4.1. Data Cleaning and Psychometrical Quality
4.2. Language Acquisition and Classroom Language
4.3. Age Related Differences and Exposure to English Language Media
4.4. Attitudes towards British and American English Accents
5. Conclusion
5.1. Contribution to Attitudinal Research and Ideas for Future Studies
5.2. Implications for Teachers
6. References
Research Objectives and Core Themes
This paper examines the attitudes of English teachers in a German school toward various English accents, specifically investigating whether British English remains the dominant and most accepted variety in the educational context compared to American English and other variations.
- Teacher perceptions and evaluative reactions toward different English accents.
- The influence of personal accent and professional background on teaching practices.
- Empirical assessment of accent preferences using a matched-guise inspired quantitative approach.
- Comparison of British and American English usage within the German school system.
- Analysis of age-related differences and the impact of media exposure on accent preference.
Excerpt from the Book
1. Introduction
Nowadays, we are progressively diverging from one Standard English and therefore one standard accent to a more widespread variety of accents. Same goes for second language learners, as they adapt to these varieties. In Germany, English is taught in school as a second language beginning at the age of nine or ten. Due to a mixture of native and non-native speakers from all over the world, all teachers have their personal accent they employ in class. However, a few years ago, British English (English English) was still seen as the most favorable language to use in class. Because of its actuality, several studies have already been realized. As an example, it has been revealed that British English does no longer receive the highest ratings and that the American accent is emerging (Bayard et al. 2001), while Received Pronunciation (R.P.) still scored highest in Giles’ study in 1970. Regarding the context of school, the teachers’ consciousness and attitudes towards accents have been examined. In order to also take a look at the other side of the coin, Alford and Strother (1990) have concentrated on non-native speakers’ reactions to different accents. For comparison purposes, Major et al. (2002) also focused on the effects of learning from native or non-native teachers. While the authors have especially conducted their studies in the USA or around the world and have mainly focused on first language acquisition, this empirical study will focus on the usage of accents of English Teachers in a German school in the context of second language acquisition.
Chapter Summaries
1. Introduction: Outlines the shift toward accent diversity and establishes the research focus on how English teachers in a German school perceive and employ different accents.
2. Theoretical Background: Reviews existing literature on accent evaluation, teacher reflections on their own accents, and student reactions, while defining the study's specific hypotheses.
3. Method: Details the quantitative research design, including the use of Likert-scale questionnaires administered to 15 teachers at a German Gymnasium.
4. Results and Discussion: Presents the findings regarding teachers' accent preferences, classroom usage, and the lack of correlation between demographics/media exposure and accent attitudes.
5. Conclusion: Summarizes the findings, notes that the anticipated shift toward American English was not significantly verified, and suggests practical implications for teacher training.
6. References: Lists the academic sources and empirical studies cited throughout the paper.
Keywords
English language teaching, accents, teacher attitudes, British English, American English, matched-guise technique, sociolinguistics, second language acquisition, classroom language, language variation, teacher perception, pedagogical implications, native speakerism, linguistic change, questionnaire study.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper explores the attitudes and perceptions that English teachers at a specific German school have toward various English accents, particularly British and American English.
Which central themes are discussed?
Key themes include the shift from traditional standard accents to diverse varieties, the influence of teacher attitudes on classroom instruction, and how these factors affect second language acquisition in Germany.
What is the core research question?
The study asks whether British English is still more accepted and widely used by English teachers in German schools compared to other English varieties.
Which scientific method was utilized?
The author conducted a quantitative study using a questionnaire based on Likert-scales to measure attitudinal preferences among 15 teachers.
What is covered in the main body of the work?
The main body provides a theoretical overview of accent evaluation, describes the methodology used to survey teachers, and analyzes the resulting data regarding accent preference and classroom usage.
Which keywords best characterize this research?
Key concepts include teacher attitudes, English accents, language variation, classroom practice, and sociolinguistics in a second-language education context.
Did the study confirm the assumption that American English is replacing British English?
No, the study could not verify the assumption that the American accent is on the way to equaling or replacing British English in the German school context observed.
How does teacher education influence their attitudes toward accents?
The study explores whether forced accents during their educational training influence the teachers' current preferences, though findings indicated no single clear correlation.
What is the practical implication for teachers?
The author suggests that teachers should engage in consciousness-raising activities to recognize and potentially eliminate covert negative attitudes toward certain accents, ultimately fostering a more inclusive environment.
- Quote paper
- Anonym (Author), 2016, English teachers' reactions to accents in a German school. Are British English accents still the most spread?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/538804
