UNDERSTANDING THE STUDENT HEARING DIFFICULTIES TOWARD NATIVE AND NON-NATIVE SPEAKER ACCENT IN L2 LISTENING ASSESSMENT
Abstract
The accent is one of the characteristic forms of the language used for communication when outside or inside the language learning classroom, then understand difficulty listening to students through the Native and Non-Native Speaker Accent in L2 in the listening assessment requires a more thorough investigation. The purpose of this study to explore how extent students can understand native and non-native speakers with different accents and how they perceive about hearing difficulties toward Native speaker accent and Non-native speaker accent. This research focuses on 12th graders majoring in hospitality at state vocational high school in Bangkalan, Madura. The research data were collected through observation and interviews. The results of this study show that the clarity, speed and accent of native and non-native speakers (American) and non-native speakers (Indonesian) become difficulties and barriers for students to understand and complete their listening tasks. This is because they are used to hearing accents from non-natives speakers rather than accents from native speakers. Furthermore, when students took the American Accent English Test compared to the Indonesian Accent English Test, all scores were much lower
References
Bradlow, A. R., & Bent, T. (2008). Perceptual adaptation to non-native speech. Cognition, 106(2), 707–729. https://doi.org/10.1016/j.cognition.2007.04.005
Buck, G. (2001). Assessing Listening. Cambridge University Press. https://doi.org/10.1093/elt/57.2.198-a
Büyükahıska, D., & Uyar, A. C. (2019). The Effects of Different Accents on Listening Comprehension in EFL Classes. OPUS Uluslararası Toplum Araştırmaları Dergisi, 14(20), 1369–1394. https://doi.org/10.26466/opus.610859
Clarke, C. M., & Garrett, M. F. (2004). Rapid adaptation to foreign-accented English. The Journal of the Acoustical Society of America, 116(6), 3647–3658. https://doi.org/10.1121/1.1815131
Crystal, D. (2003). English as a Global Language. In Cambridge University Press (Second Edi). Cambridge University Press. https://doi.org/10.1007/978-1-137-32505-1
Flowerdew, J. (2012). Research of Relevance to Second Language Lecture Comprehension : An Overview. Academic Listening, January 1994, 9–23. https://doi.org/10.1017/ cbo9781139524612.004
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123–133. https://doi.org/10.5539/elt.v9n6p123
Goh, C. (1999). How Much Do Learners Know about the Factors That Influence Their Listening Comprehension?. Hong Kong Journal of Applied Linguistics, 4(1), 17–40.
Harding, L. (2011). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163–180. https://doi.org/10.1177/ 0265532211421161
Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163–180. https://doi.org/10.1177/ 0265532211421161
Jenkins, J. (2015). Global Englishes: A Resource Book For Students (Third Edit). Routledge.
Kang, O., Thomson, R., & Moran, M. (2018). The Effects of International Accents and Shared First Language on Listening Comprehension Tests. TESOL Quarterly, 0(0), 1–26. https://doi.org/10.1002/tesq.463
Kaur, P., & Raman, A. (2014). Exploring Native Speaker and Non-native Speaker Accents: The English as a Lingua Franca Perspective. Procedia - Social and Behavioral Sciences, 155, 253–259. https://doi.org/10.1016/j.sbspro.2014.10.288
Kirkpatrick, A. (2010). The Routledge handbook of world Englishes. In Choice Reviews Online. Routledge. https://doi.org/10.5860/choice.48-3119
Llurda, E. (2004). Non-native-speaker teachers and english as an international language. International Journal of Applied Linguistics, 14(3), 314–323. https://doi.org/10.1111/j.1473-4192.2004.00068.x
Majanen, S. (2008). English as a Lingua Franca : Teachers ’ Discourses on Accent and Identity. MA Thesis, October, 94.
Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The Study of New Linguistic Varieties. Cambridge University Press.
Munro, M. J., & Derwing, T. M. (1995). Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners. Language Learning, 45(1), 285–310. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
Ockey, G. J., & French, R. (2014). From One to Multiple Accents on a Test of L2 Listening Comprehension. Applied Linguistics, 37(5), 1–24. https://doi.org/10.1093/applin/amu060
Ockey, G. J., Papageorgiou, S., & French, R. (2016). Effects of Strength of Accent on an L2 Interactive Lecture Listening Comprehension Test. International Journal of Listening, 30(1–2), 84–98. https://doi.org/10.1080/10904018.2015.1056877
Rezaei, S., Derakhshan, A., & Bagherkazemi, M. (2011). Critical Thinking in Language Education. Journal of Language Teaching and Research, 2(4), 769–777. https://doi.org/10.4304/ jltr.2.4.769-777
Zhiying, W. (2018). The Effect of Accent on Listening Comprehension: Chinese L2 Learners’ Perceptions and Attitudes. THAITESOL Journal, 31(2), 47–71.
