The Influence of Regional Differences of Native German Speakers on the L2 English Pronunciation of Selected Phonetic Features
Keywords:Pronunciation, German accent, Regional variation, Consonants, English as an International Language
Pronunciation, as an aspect of non-native accent, is one of the most noticeable aspects of English as a Foreign Language. Age of learning may have an impact on whether nativelike pronunciation can be attained. Furthermore, standard as well as regional dialects may have an influence on pronunciation through cross-linguistic influence. This project aims to gain a better understanding of possible regional variations in native German speakers’ English pronunciation by examining the production of specific consonants. The project is framed by the discussion of English as a Second Language compared to English as an International Language and whether learners’ wishes should be considered. The analyses undertaken in this project are based on 26 individually structured interviews, which included a production task of 14 sentences each containing a specific consonant sound. No significant difference between German regions was discovered, which may largely be due to the low number of participants and a selection bias discovered during the project.
Bøhn, H., & Hansen, T. (2017). Assessing Pronunciation in an EFL Context: Teachers’ Orientations towards Nativeness and Intelligibility. Language Assessment Quarterly, 14(1), 54–68. https://doi.org/10.1080/15434303.2016.1256407
Chamson, E. (2016). Wisiting Wienna: /w/ for /v/ as a Typical Feature of German Speakers’ English. English Today, 32(4), 40–48. https://doi.org/10.1017/S0266078416000298
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a Speaking Task Affect Second Language Comprehensibility? Modern Language Journal, 99(1), 80–95. https://doi.org/10.1111/modl.12185
Flege, J. E., Munro, M. J., & Mackay, I. R. A. (1995). Effects of age of second-language learning on the production of English consonants. Speech Communication, 16(1), 1–26. https://doi.org/10.1016/0167-6393(94)00044-B
Gass, S. M., & Selinker, L. (2001). Second Language Acquisition: An Introductory Course (2nd ed.). Lawrence Erlbaum Associates, Inc., Publishers.
Gubrium, J., Holstein, J., Marvasti, A., & McKinney, K. (2012). The SAGE Handbook of Interview Research: The Complexity of the Craft. SAGE Publications, Inc. https://doi.org/10.4135/9781452218403
Hickey, R. (2019). English in the German-Speaking World (R. Hickey (ed.)). Cambridge University Press. https://doi.org/10.1017/9781108768924
Isaacs, T. (2018). Shifting Sands in Second Language Pronunciation Teaching and Assessment Research and Practice. Language Assessment Quarterly, 15(3), 273–293. https://doi.org/10.1080/15434303.2018.1472264
Jenkins, J. (2002). A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language. Applied Linguistics, 23(1), 83-103+156. https://doi.org/10.1093/applin/23.1.83
Johnson, K. (2017). An Introduction to Foreign Language Learning and Teaching (3rd ed.). Taylor & Francis Ltd.
Jurančič Petek, K. (2014). The “Magnet Effect” – A Powerful Source of L1 Dialect Interference in the Pronunciation of English as a Foreign Language. ELOPE: English Language Overseas Perspectives and Enquiries, 11(1), 45–64. https://doi.org/10.4312/elope.11.1.45-64
Kultusministerkonferenz. (2012). Bildungsstandards für die fortgeführte Fremdsprache (Englisch/Französisch) für die Allgemeine Hochschulreife. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.pdf
Lambelet, A., & Berthele, R. (2015). Age and Foreign Language Learning in School. In Age and Foreign Language Learning in School. Palgrave Macmillan. https://doi.org/10.1057/9781137525901
Mackey, A., & Gass, S. M. (2016). Second Language Research (2nd ed.). Routledge.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.
Rasinger, S. M. (2013). Quantitative Research in Linguistics: An Introduction (2nd ed.). Bloomsbury.
Smith, B. L., Hayes-Harb, R., Bruss, M., & Harker, A. (2009). Production and Perception of Voicing and Devoicing in Similar German and English Word Pairs by Native Speakers of German. Journal of Phonetics, 37(3), 257–275. https://doi.org/10.1016/j.wocn.2009.03.001
Trofimovich, P., & Isaacs, T. (2017). Second Language Pronunciation Assessment: Interdisciplinary Perspectives (P. Trofimovich & T. Isaacs (eds.)). Multilingual Matters / Channel View Publications.
Tsang, A. (2020). Why English accents and pronunciation ‘still’ matter for teachers nowadays: a mixed-methods study on learners’ perceptions. Journal of Multilingual and Multicultural Development, 41(2), 140–156. https://doi.org/10.1080/01434632.2019.1600528
Tsunemoto, A., & McDonough, K. (2020). Exploring Japanese EFL Learners’ Attitudes Toward English Pronunciation and its Relationship to Perceived Accentedness. Language and Speech, 64(1), 24–34. https://doi.org/10.1177/0023830919900372
Vanhove, J. (2013). The Critical Period Hypothesis in Second Language Acquisition: A Statistical Critique and a Reanalysis. PLoS ONE, 8(7). https://doi.org/10.1371/journal.pone.0069172
How to Cite
Copyright (c) 2021 Author and Journal of Language Works
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The author/the authors hold the rigths to articles presented in the journal. The author/the authors are granted the right to reproduce their article as they see fit, if they mention LWorks as the original publisher of the article.