The pragmatic force of second language accent in education
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John M. Levis
Abstract
Second language (L2) accents are defined by pronunciation features differing from a particular standard, but listeners perceive more than sound differences when evaluating accents. L2 accents are indexical to a speaker’s perceived place in an L2 community and convey pragmatic information about a speaker’s identity. Accent thus impacts the ways learners create identities and manage social roles. Such identity creation may be especially important in being heard as a valid speaker of the L2, a prerequisite to identity construction and further language learning. This chapter explores the pragmatic force of L2 accent for learners in educational settings, by using data collected from language learners and bilinguals and examining participants’ complex reactions towards accents, and studying the multifaceted goals for their pronunciation.
Abstract
Second language (L2) accents are defined by pronunciation features differing from a particular standard, but listeners perceive more than sound differences when evaluating accents. L2 accents are indexical to a speaker’s perceived place in an L2 community and convey pragmatic information about a speaker’s identity. Accent thus impacts the ways learners create identities and manage social roles. Such identity creation may be especially important in being heard as a valid speaker of the L2, a prerequisite to identity construction and further language learning. This chapter explores the pragmatic force of L2 accent for learners in educational settings, by using data collected from language learners and bilinguals and examining participants’ complex reactions towards accents, and studying the multifaceted goals for their pronunciation.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- The pragmatics of accents 1
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Part 1. Ideologies of accents in national contexts
- Attitudes to accents 19
- Urban youth accents in France 41
- Encountering accented others – and selves – in provincial Japan 63
- ‘Could I have an appointment for a viewing?’ 85
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Part 2. Accents in second language education teaching and learning
- The pragmatic force of second language accent in education 117
- A lack of phonological inherentness 141
- English-language attitudes and identities in Spain 163
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Part 3. Accents in the media and the workplace
- From I’m the One That I Want to Kim’s Convenience 189
- Divine intervention 205
- In the ear of the beholder 229
-
Concluding remarks
- From sound to social meaning 247
- Index 263
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- The pragmatics of accents 1
-
Part 1. Ideologies of accents in national contexts
- Attitudes to accents 19
- Urban youth accents in France 41
- Encountering accented others – and selves – in provincial Japan 63
- ‘Could I have an appointment for a viewing?’ 85
-
Part 2. Accents in second language education teaching and learning
- The pragmatic force of second language accent in education 117
- A lack of phonological inherentness 141
- English-language attitudes and identities in Spain 163
-
Part 3. Accents in the media and the workplace
- From I’m the One That I Want to Kim’s Convenience 189
- Divine intervention 205
- In the ear of the beholder 229
-
Concluding remarks
- From sound to social meaning 247
- Index 263
