Pronunciation in EMI: Conceptualization, interlocutor anxiety and attitudes towards lecturer speech.
The consolidation of English as a global language has brought with it the need to reconceptualise aspects such as English pronunciation, which seems to be experiencing a detachment from the native norm and the integration of multicultural identities. EMI students have been reported to favour intelli...
| Publicado en: | Journal of Multilingual Theories & Practices Vol. 4; no. 1; pp. 76 - 99 |
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| Autores principales: | , |
| Formato: | Artículo |
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University of Toronto Press
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=164294368&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 164294368 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26324490 MMLV jtl: Journal of Multilingual Theories & Practices issn: 26324490 maglogo: N pubinfo: dt: 2023 vid: 4 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 164294368 10.1558/jmtp.23508 ppf: 76 ppct: 23 formats: fmt: @attributes: type: P size: 1.7MB tig: atl: Pronunciation in EMI: Conceptualization, interlocutor anxiety and attitudes towards lecturer speech. aug: au: Gómez-Lacabex, Esther Roothooft, Hanne affil: University of the Basque Country UPV/EHU, Spain Public University of Navarre, Spain su: Speech Pronunciation Anxiety English language Student exchange programs sug: subj: Speech Pronunciation Anxiety English language Student exchange programs keyword: anxiety attitudes English medium instruction (EMI) interaction pronunciation ab: The consolidation of English as a global language has brought with it the need to reconceptualise aspects such as English pronunciation, which seems to be experiencing a detachment from the native norm and the integration of multicultural identities. EMI students have been reported to favour intelligibility over accurate pronunciation, as they represent a community of learners for whom English is a tool rather than a target. As previous research has reported that pronunciation may be an anxiety factor for students in speaking exchanges, this study explored how 126 EMI students envision the learning of pronunciation, their attitudes towards EMI teachers' pronunciation and their pronunciation anxiety upon interaction with different interlocutors in their EMI context: teachers, local peers, L1 English international peers and L2 English international peers. The data from a questionnaire and focus groups revealed that these EMI learners conceptualize pronunciation as a communication tool rather than a subject to be learnt; they revealed that they do not experience uneasiness during lessons owing to their lecturers' pronunciation, expressing that fluency is more important than pronunciation accuracy. Finally, they showed more pronunciation anxiety if the interlocutor was the teacher or an L1 English speaker than if it was a local peer or L2 English speaker. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Multilingual Theories & Practices is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Multilingual Theories & Practices holder: University of Toronto Press dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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