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dc.contributor.authorBuckingham, L.en_US
dc.date.accessioned2015-07-28T12:01:32Z
dc.date.available2015-07-28T12:01:32Z
dc.date.issued2015-02-23en_US
dc.identifier.issn0143-4632
dc.identifier.urihttp://hdl.handle.net/11693/12448
dc.description.abstractPrevious research has revealed that although EFL students may claim to prefer British/US accents they often have difficulty identifying them, especially when such accents may differ from 'standard' accents presented in ELT materials. In the Gulf, English is widely used as a lingua franca or as a second language by the large expatriate workforce. Particular accents in English characteristic for L1 speakers of Arabic or South Asian languages are commonly heard in the education and service sectors. This study investigates whether Omani university students are able to distinguish between native English speaker (NES) and non-native English speaker NNES EFL teachers' accents commonly heard in their educational context and their evaluations of these accents as pedagogical models. Specifically, the study seeks to ascertain whether a relationship exists between students' assumptions regarding the NES status of an EFL teacher and their evaluations of the teacher's accent as a suitable model for pronunciation. Results show that, in most cases, a moderate to strong correlation exists between these two variables, particularly among students who claim that having a NES teacher is desirable for the purpose of improving pronunciation.en_US
dc.language.isoEnglishen_US
dc.source.titleJournal of Multilingual and Multicultural Developmenten_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/01434632.2014.909443en_US
dc.subjectEnglish accentsen_US
dc.subjectEnglish pronunciationen_US
dc.subjectLanguage attitudesen_US
dc.subjectGulf countriesen_US
dc.subjectLingua francaen_US
dc.titleRecognising English accents in the community: Omani students' accent preferences and perceptions of nativenessen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage182en_US
dc.citation.epage197en_US
dc.citation.volumeNumber36en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1080/01434632.2014.909443en_US
dc.publisherTaylor & Francisen_US


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