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Native Speaker Perceptions of Accented Speech: The English Pronunciation of Macedonian EFL Learners

100%
Kirkova-Naskova A.
Research in Language
|
2010
|
vol. 8
1-21
EN
The paper reports on the results of a study that aimed to describe the vocalic and consonantal features of the English pronunciation of Macedonian EFL learners as perceived by native speakers of English and to find out whether native speakers who speak different standard variants of English perceive the same segments as non-native. A specially designed computer web application was employed to gather two types of data: a) quantitative (frequency of segment variables and global foreign accent ratings on a 5-point scale), and b) qualitative (open-ended questions). The result analysis points out to three most frequent markers of foreign accent in the English speech of Macedonian EFL learners: final obstruent devoicing, vowel shortening and substitution of English dental fricatives with Macedonian dental plosives. It also reflects additional phonetic aspects poorly explained in the available reference literature such as allophonic distributional differences between the two languages and intonational mismatch.
2
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Native Speaker Perceptions of Accented Speech: The English Pronunciation of Macedonian EFL Learners

100%
Kirkova-Naskova A.
Research in Language
|
2010
|
vol. 8
41-61
EN
The paper reports on the results of a study that aimed to describe the vocalic and consonantal features of the English pronunciation of Macedonian EFL learners as perceived by native speakers of English and to find out whether native speakers who speak different standard variants of English perceive the same segments as non-native. A specially designed computer web application was employed to gather two types of data: a) quantitative (frequency of segment variables and global foreign accent ratings on a 5-point scale), and b) qualitative (open-ended questions). The result analysis points out to three most frequent markers of foreign accent in the English speech of Macedonian EFL learners: final obstruent devoicing, vowel shortening and substitution of English dental fricatives with Macedonian dental plosives. It also reflects additional phonetic aspects poorly explained in the available reference literature such as allophonic distributional differences between the two languages and intonational mismatch.
3
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The Role(s) of Native Speakers in L2 Translation

75%
Mraček D.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2019
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vol. 10
|
issue 1
7-12
EN
Translating into a non-mother tongue (L2 translation) has received increasing attention from translation scholars over the past two decades in response to the growing proportion of this direction in translation markets in most parts of the world. One of the aspects of L2 translation that remains a relatively uncharted territory is the role of native speakers. Although they are normally involved in relatively few translations from a language of limited diffusion into a major language directly as translators, native speakers need not be entirely absent from L2 translation as it has been suggested that they can assume diverse roles in the process and that cooperation with native speakers brings obvious benefits to L2 translators. The present study aims at providing a more complex picture of the native speaker’s role(s) in L2 translation, drawing on the results of a recent project on the qualitative and sociological aspects of L2 translation. By focusing on the questionnaires that the 40 subjects, professionals and advanced translator trainees, submitted before participating in a translation experiment, the study intends to shed more light on the views, preferences and habits of Czech translators regarding their cooperation with native speakers, discussing the possibilities as well as limitations of native-speaker participation in L2 translation.
4
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„Time to talk“ aneb Čas mluvit o tom, komu patří angličtina v české učebnici

75%
Kubrická J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 2
168–187
EN
In this paper we deal with identities portrayed in a Czech textbook of English as a foreign language Time to Talk. The main goal of the paper is to describe various aspects of the portrayed identities and the ways of restricting interpretation of cultural content in texts and tasks. Firstly, we discuss the concept of identity in foreign language teaching and identity research in foreign language textbooks. We employ the method of content analysis, critical discourse analysis and the concept of open and closed texts to capture the image of the target language community depicted in the textbook. In an analysis of texts, illustrations and associated tasks we demonstrate that the textbook reflects the current intercultural discourse, which involves the presentation and confrontation of diverse cultures, however, we point to the dominant role of British culture and the authority of British native speakers. The portrayed characters are members of the ethnic majority, middle to upper social class, and they are often depicted in a gender-stereotypical manner. Nevertheless, there is an apparent influence of the discourse of cultural incorporation, which means that formerly underrepresented groups are granted space in the textbook.
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