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Learner Attitudes and L2 Pronunciation in Austria
Author(s) -
DaltonPuffer Christiane,
Kaltenboeck Gunther,
Smit Ute
Publication year - 1997
Publication title -
world englishes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.6
H-Index - 49
eISSN - 1467-971X
pISSN - 0883-2919
DOI - 10.1111/1467-971x.00052
Subject(s) - pronunciation , psychology , first language , stress (linguistics) , norm (philosophy) , test (biology) , context (archaeology) , preference , linguistics , social psychology , history , political science , paleontology , philosophy , archaeology , law , economics , biology , microeconomics
In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners’ attainment as well as their wishes and expectations. In order to test attitudes to native and non‐native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched‐guise test, the subjects evaluated three native accents RP (Received Pronunciation), near‐RP and GA (General American) and two Austrian non‐native accents of English. The results confirm the low status the non‐native accents have amongst their users and the overall preference for the three native accents. Generally, the respondents rate the accent best with which they have become familiar at school and/or during stays in English‐speaking countries. Reflecting historical and geopolitical circumstances, the majority of the subjects support RP as their favourite model of pronunciation. Furthermore, the study sheds light on the importance of personal exposure to English in its native environments. While the evaluations of the students with EFL experience reflect rather rigid stereotypes, those students who have spent some time in English‐speaking countries reveal more individualized, situation‐linked attitudes.