BUILDING UP THAI EFL STUDENTS’ POSITIVE ATTITUDES TOWARD THEIR NON-NATIVE ENGLISH ACCENTED SPEECH WITH THE USE OF PHONETICS WEBSITE

• Authors: Tananuraksakul Noparat
• Languages of publication: EN

Abstracts

EN

This paper examined the hypothesis that Thai EFL students’ positive attitudes toward their non-native English accented speech could be promoted by the use of University of Iowa’s Sounds of American English website, known as the “number 1 phonetics website”. Fifty-two undergraduate students in the field of sciences participated in the investigation, which took place at two different stages. The findings of both stages mirrored non-native-like identity they perceptually obtained and native-like identity they socially aspired to possess. The findings of the second stage confirmed the hypothesis to some extent because of their synchronous feelings of slightly decreased embarrassment and increased pride and offer two insightful directions for EFL teachers. Firstly, irrespective of students’ actual English accented speech, there is a need to promote their positive attitudes toward their own accent at an early age. Secondly, helping them understand that speaking intelligibly is more important than sounding like a native speaker.

Keywords

EN

Thai EFL learners; language attitude; non-native English accented speech; phonetics website

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2017
• Volume: 17
• Issue: 4
• Pages: 52-63

Contributors

author

Tananuraksakul Noparat

• Huachiew Chalermprakiet University

References

• Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13, 63-82. Last accessed May 29, 2017, https://www.researchgate.net/publication/304944430_Speaking_anxiety_in_english_conversation_classrooms_among_Thai_students
• Arishi, S. A. M. (2012). Attitudes of students at Saudi Arabia’ industrial colleges toward computer-assisted language learning. Teaching English with Technology, 12(1), 38-52. Last accessed May 29, 2017, http://www.tewtjournal.org/issues/past-issue-2012/past-issue-2012-issue-1/
• Cambridge Dictionary Online. (2017). Last accessed May 30, 2017, http://dictionary.cambridge.org/dictionary/english/attitude
• Castro, M., & Roh, T. (2013). The effect of language attitudes on learner preferences: A study on South Koreans’ perceptions of the Philippine English accent. ELTWorldOnline.com. Last accessed May 29, 2017, http://blog.nus.edu.sg/eltwo/files/2013/12/The-Effect-of-Language-Attitudes-on-Learner-Preferences_editforpdf-2gqxtpa.pdf
• Crystal, D. (1997). A Dictionary of Linguistics and Phonetics. 4th ed. Oxford: Blackwell.
• Eller, R. (2015). Phonetics: The Sounds of American English. TESL-EJ, 18(4). Last accessed May 30, 2017, http://www.tesl-ej.org/wordpress/issues/volume18/ej72/ej72m1/
• Episcopo, S. A. (2009). Non-native speaker attitudes toward non-native English accents. Unpublished Master’s Thesis. The University of Texas at Austin. Last accessed May 29, 2016, https://repositories.lib.utexas.edu/bitstream/handle/2152/19153/EPISCOPO-MASTERS-REPORT.pdf?sequence=2.
• Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543.
• Kanokpermpoon, M. (2007). Thai and English consonantal sounds: A problem or a potential for EFL learning. ABAC Journal, 27(1), 57-66. Last accessed May 30, 2017 https://www.academia.edu/10945012/Thai_and_English_Consonantal_Sounds_A_Problem_or_a_Potential_for_EFL_Learning
• Khamkhien, A. (2010). Thai learners’ English pronunciation competence: Lesson learned from word stress assignment. Journal of Language Teaching and Research, 1(6), 757-764.
• Liontou, T. (2015). Intermediate Greek EFL learners’ attitudes to online teaching practices: A blended task-based English language learning approach. Teaching English with Technology, 15(2), 81-93. Last accessed May 29, 2017. http://www.tewtjournal.org/issues/volume-2015/volume-2015-issue-2/
• McKenzie, R. M., Kitikanan, P., & Boriboon, P. (2016). The competence and warmth of Thai students’ attitudes towards varieties of English: The effect of gender and perceptions of L1 diversity. Journal of Multilingual and Multicultural Development, 37(6), 536-550. Last accessed May 29, 2017. http://www.tandfonline.com/doi/full/10.1080/01434632.2015.1083573?scroll=top&needAccess=true
• Moffatt, C. (2006). TEFL pronunciation problems in Thailand. International TEFL and TESOL Training. Last accessed May 29, 2017. https://www.teflcorp.com/articles/71-tefl-pronunciation-problems-in-a-country-of-your-choice/219-pronunciation-problems-in-thailand/
• Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Pearson Education Limited.
• Prakaiborisuth, P., & Trakulkasemsuk, W. (2015). Attitudes of Thai university students toward ASEAN Englishes. 7th International Conference on Humanities and Social Sciences “ASEAN 2015: Challenges and Opportunities” Proceedings. Last accessed May 29, 2016, http://fs.libarts.psu.ac.th/research/conference/proceedings-7/1/1.5-Attitudes%20of%20Thai%20university%20students%20.pdf
• Smith, L., & Nelson, C. (2006). World Englishes and issues of intelligibility. In B. Kachru, Y. Kachru, & C. Nelson (eds.), The Handbook of World Englishes (pp. 428-445). Malden: Blackwell Publishing.
• Snodin, N. S., & Young, T. J. (2015). ‘Native-speaker’ varieties of English: Thai perceptions and attitudes. Asian Englishes, 17(3), 248-260. Last accessed June 6, 2017, http://www.tandfonline.com/doi/full/10.1080/13488678.2015.1083354?src=recsys
• Tananuraksakul, N., & Hall, D. (2011). International students’ emotional security and dignity in an Australian context: An aspect of psychological wellbeing. Journal of Research in International Education, 10(2), 189-200.
• Tananuraksakul, N. (2012). Non-native English students’ linguistic and cultural challenges in Australia. Journal of International Students, 2(1), 107-115.
• Tananuraksakul, N. (2014). Use of Facebook group as blended learning and learning management system in writing. Teaching English with Technology, 14(3), 3-15.
• Tananuraksakul, N. (2015). The effect of online dictionaries usage on EFL undergraduate students’ autonomy. Teaching English with Technology, 15(4), 3-15.
• Tananuraksakul, N., & Hall, D. (2014). Transnational multiple identities in sojourners in an “imagining community” in Australia. In E. de Gregorio-Godeo & Á. Mateos-Martín-Albo (eds.), Constructing Selves: Issues on Gender, Age, Ethnicity and Nationhood (pp. 259-266). Cuenca, Spain: University of Castilla-La Mancha Press (Servicio de Publicaciones de la Universidad de Castilla-La Mancha).
• Toomnam, P., & Intaraprasert, C. (2015). The impacts of attitude towards speaking English on the use of communication strategies by English majors in Thailand. Theory and Practice in Language Studies, 5(6), 1151-1158. Last accessed May 29, 2017, http://www.academypublication.com/ojs/index.php/tpls/article/viewFile/tpls050611511158/241
• Wei, Y., & Zhou, Y. (2002). Insights into English pronunciation problems of Thai students, The Annual Meeting of the Quadruple Helix. Last accessed January 10, 2017, http://files.eric.ed.gov/fulltext/ED476746.pdf