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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Background
- Evaluative Reactions to Accents
- Teachers Reflections on Accents
- Speakers Reactions to Accents
- Research Question and Hypotheses
- Method
- Design and Procedure
- Material
- Limitations
- Results and Discussion
- Data Cleaning and Psychometrical Quality
- Language Acquisition and Classroom Language
- Age Related Differences and Exposure to English Language Media
- Attitudes towards British and American English Accents
- Conclusion
- Contribution to Attitudinal Research and Ideas for Future Studies
- Implications for Teachers
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The study aims to explore the attitudes of English teachers in a German school towards different accents in the context of second language acquisition. It investigates whether British English accents are still the most prevalent among English teachers in German schools, given the increasing diversity of accents in the world. The study also considers the broader implications of accent variation in education and how it might affect communication and student learning.
- The perception of English accents by teachers in a German school setting
- The prevalence of British English accents among English teachers in Germany
- The impact of accent variation on communication and learning in English as a Second Language (ESL) classrooms
- The potential for discrimination based on accent in ESL education
- The need for a more inclusive approach to accent variation in language teaching
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the topic of the study, highlighting the growing diversity of accents in the world, particularly in the context of English as a second language. It also discusses previous research on the perception of accents and how they are perceived in various contexts, including classroom settings. The study's specific focus on English teachers in a German school is introduced.
- Theoretical Background: This chapter provides a comprehensive overview of the theoretical framework underlying the study. It examines research findings related to evaluative reactions to accents, teachers' reflections on accents, and speakers' reactions to accents. This section also outlines the research question and hypotheses that guide the study.
- Method: This chapter details the methodology used in the study, including the design and procedure of the research, the materials used, and the limitations of the study. It explains how data was collected and analyzed.
- Results and Discussion: This chapter presents the findings of the study, focusing on the evaluation of the questionnaire data. It explores various themes related to language acquisition, age-related differences, and attitudes towards specific accents. The chapter also discusses the implications of the findings for the broader field of attitudinal research and for teachers' practices in ESL classrooms.
Schlüsselwörter (Keywords)
The study focuses on the perceptions of English teachers towards accents, specifically in the German school context. It explores the influence of British and American English accents in ESL classrooms, examining the prevalence of these accents among teachers and their potential impact on students' learning and communication. The study also touches upon the wider implications of accent variation for linguistic diversity and inclusive education.
- Citation du texte
- Anonym (Auteur), 2016, English teachers' reactions to accents in a German school. Are British English accents still the most spread?, Munich, GRIN Verlag, https://www.grin.com/document/538804
