Learner’ Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation
Sumary
Introduction
This article examines the relationship between ethnic group affiliation and second language pronunciation accuracy define as native like, nonaccented L2 speech or L2 speech that contains no first language l1 influences. The studies involved L2 learners from two ethnic groups (Francophone and Chinese in Quebec) in this different sociopolitical context (conflictual and nonconflictual).
Situated in the context of investigating what factors affect L2 pronunciation learning, this article examines the influence on L2 pronunciation accuracy of one relatively unexplored learner variable: ethnic group affiliation.
Despite several learner factors effect on L2 pronunciation learning, as age or other individual factors such as intelligence and aptitude, the ethnic group people were born into influences their behavior.
These group-engendered forces (GEFs) differ from the socially oriented attitudinal and motivational learner variables mentioned earlier in that they emanate from social group and not from individuals. The manipulability of accents for social purpose suggests that its development may be shaped by GEFs. According to Taylor, Meynard and Rhéault (1977), they suggested that a perceived threat to an ethnic group’s stability might be a barrier to L2 learning, ranging from limiting to level attained to preventing learning altogether.
Although the GEFs examined in these studies are strong candidates for influencing the direction and nature of L2 achievement, they represent a very small portion of possible factors and do not focus on pronunciation accuracy as part of L2 achievement. Moreover; these factors also have a limited range of applicability. Not all groups learning an L2 are in conflict situations where threat is a factor.
Wider in applicability to many L2 learning contexts, ethnic group affiliation, that is, a sense of belonging to one’s ethnolinguistic group, is a GEF worth investigating. Virtually everybody has this sense of belonging, socially constructed as individuals grow up amid families. From this socialization, they develop a sense of pride in being part of a particular group, sharing its worldview, and adopting its behavioural norms.
Normally, ethnic group affiliation exists quietly, acknowledged by all, but not subjected to much discussion or questioning. But when people come into contact with other groups – when they move to news settings in search of better social, educational, and economic opportunities, or as others move to their country for similar reasons, instances, individuals first weigh the rewards and costs of identifying with or differentiating themselves from a group and then adopt a behaviour reflecting this decision . If they belong to ethnic groups for whom language is a symbol of identity, they use language to reflect, reaffirm, renegotiate, or reconstruct these identities. It is in this sense that one can hypothesize that ethnic group affiliation may affect the acquisition of L2 pronunciation.
So, two studies are presented that examined the relationship between ethnic group affiliation and L2 pronunciation accuracy. The two studies involved L2 learners from two ethnic groups in two different sociopolitical contexts (a conflictual and a nonconflictual setting). The questions addressed were: a) Is there a relationship between learner’ L2 accent and their ethnic group affiliation as perceived by their fellow learners? and b) If such a relationship exists, what behavioural consequences are associated with it?
STUDY 1
This study examined the attitudes of native Francophone learners toward their peers learning English in Quebec when Québécois nationalism was intense. It was hypothesized that if language is a symbol of ethnic identity, there would be an intimate relationship between language and ethnic group affiliation and it would be strongest for groups in conflict - that is, when individuals are compelled to renegotiate their identity. Examined in this study was the issue of whether Quebec Francophone learners’ pronunciation of English would be used by their peers to gauge their degree of affiliation to the Francophone ethnic group.
Participants
The participants were 24 Francophone learners of English from Montréal selected from two intact English classes, residents in Montréal since birth, and had varying degrees of loyalty to Francophone Quebecers as measured by a self-rated ethnic group affiliation questionnaire. The listeners were assigned to three groups of 8 listeners: a) nationalistic listeners, b) no-nationalistic listeners showed the reverse pattern and c) liberal listeners.
Materials
The materials included two stimulus tapes and a set of questionnaires.
Procedure
The listeners were informed that tey wouldhear several speakers read a passage sometimes singly (only in French or only in English) and sometimes consecutively (in both languages). After they completed the speaker version of the ethnic group affiliation questionnaire and the behavioural scales.
Results
Follow-up comparisons exploring the accent effect indicated that the listeners responded differently to the different accents of the speakers. In particular, when compared on the four pro-Anglophone and the four pro-Francophone scales, the nonaccented speakers (and in most cases. The moderately accented speakers as well) were judged to be significantly more pro-Anglophone and less pro-Francophone than the heavily accented speakers.
Discussion
Results of this study revealed that L2 learners treated their peers’ L2 accent as an indicator of these peers’ degree of ethnic affiliation, suggesting a relationship between the two. Results also revealed that this relationship had certain behavioural consequences, most notably in the listeners’ choice of peers as leaders.
Sumary
Introduction
This article examines the relationship between ethnic group affiliation and second language pronunciation accuracy define as native like, nonaccented L2 speech or L2 speech that contains no first language l1 influences. The studies involved L2 learners from two ethnic groups (Francophone and Chinese in Quebec) in this different sociopolitical context (conflictual and nonconflictual).
Situated in the context of investigating what factors affect L2 pronunciation learning, this article examines the influence on L2 pronunciation accuracy of one relatively unexplored learner variable: ethnic group affiliation.
Despite several learner factors effect on L2 pronunciation learning, as age or other individual factors such as intelligence and aptitude, the ethnic group people were born into influences their behavior.
These group-engendered forces (GEFs) differ from the socially oriented attitudinal and motivational learner variables mentioned earlier in that they emanate from social group and not from individuals. The manipulability of accents for social purpose suggests that its development may be shaped by GEFs. According to Taylor, Meynard and Rhéault (1977), they suggested that a perceived threat to an ethnic group’s stability might be a barrier to L2 learning, ranging from limiting to level attained to preventing learning altogether.
Although the GEFs examined in these studies are strong candidates for influencing the direction and nature of L2 achievement, they represent a very small portion of possible factors and do not focus on pronunciation accuracy as part of L2 achievement. Moreover; these factors also have a limited range of applicability. Not all groups learning an L2 are in conflict situations where threat is a factor.
Wider in applicability to many L2 learning contexts, ethnic group affiliation, that is, a sense of belonging to one’s ethnolinguistic group, is a GEF worth investigating. Virtually everybody has this sense of belonging, socially constructed as individuals grow up amid families. From this socialization, they develop a sense of pride in being part of a particular group, sharing its worldview, and adopting its behavioural norms.
Normally, ethnic group affiliation exists quietly, acknowledged by all, but not subjected to much discussion or questioning. But when people come into contact with other groups – when they move to news settings in search of better social, educational, and economic opportunities, or as others move to their country for similar reasons, instances, individuals first weigh the rewards and costs of identifying with or differentiating themselves from a group and then adopt a behaviour reflecting this decision . If they belong to ethnic groups for whom language is a symbol of identity, they use language to reflect, reaffirm, renegotiate, or reconstruct these identities. It is in this sense that one can hypothesize that ethnic group affiliation may affect the acquisition of L2 pronunciation.
So, two studies are presented that examined the relationship between ethnic group affiliation and L2 pronunciation accuracy. The two studies involved L2 learners from two ethnic groups in two different sociopolitical contexts (a conflictual and a nonconflictual setting). The questions addressed were: a) Is there a relationship between learner’ L2 accent and their ethnic group affiliation as perceived by their fellow learners? and b) If such a relationship exists, what behavioural consequences are associated with it?
STUDY 1
This study examined the attitudes of native Francophone learners toward their peers learning English in Quebec when Québécois nationalism was intense. It was hypothesized that if language is a symbol of ethnic identity, there would be an intimate relationship between language and ethnic group affiliation and it would be strongest for groups in conflict - that is, when individuals are compelled to renegotiate their identity. Examined in this study was the issue of whether Quebec Francophone learners’ pronunciation of English would be used by their peers to gauge their degree of affiliation to the Francophone ethnic group.
Participants
The participants were 24 Francophone learners of English from Montréal selected from two intact English classes, residents in Montréal since birth, and had varying degrees of loyalty to Francophone Quebecers as measured by a self-rated ethnic group affiliation questionnaire. The listeners were assigned to three groups of 8 listeners: a) nationalistic listeners, b) no-nationalistic listeners showed the reverse pattern and c) liberal listeners.
Materials
The materials included two stimulus tapes and a set of questionnaires.
Procedure
The listeners were informed that tey wouldhear several speakers read a passage sometimes singly (only in French or only in English) and sometimes consecutively (in both languages). After they completed the speaker version of the ethnic group affiliation questionnaire and the behavioural scales.
Results
Follow-up comparisons exploring the accent effect indicated that the listeners responded differently to the different accents of the speakers. In particular, when compared on the four pro-Anglophone and the four pro-Francophone scales, the nonaccented speakers (and in most cases. The moderately accented speakers as well) were judged to be significantly more pro-Anglophone and less pro-Francophone than the heavily accented speakers.
Discussion
Results of this study revealed that L2 learners treated their peers’ L2 accent as an indicator of these peers’ degree of ethnic affiliation, suggesting a relationship between the two. Results also revealed that this relationship had certain behavioural consequences, most notably in the listeners’ choice of peers as leaders.
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good article about socioliguistic
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