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dc.contributor.authorBuckingham, L.en_US
dc.date.accessioned2015-07-28T12:04:34Z
dc.date.available2015-07-28T12:04:34Z
dc.date.issued2014en_US
dc.identifier.issn0802-6106
dc.identifier.urihttp://hdl.handle.net/11693/13082
dc.description.abstractWhile the spread of English as a lingua franca has led to calls for multidialectal competence, EFL learners often still consider inner circle native English speaker (NES) pronunciation as their learning goal, and may profess a preference for particular teachers based on their NES or non-native English speaker (NNES) status. This study investigates whether a teacher’s NES/ NNES status may affect Omani students’ level of confidence towards the teacher. Using an adapted matched-guise technique with almost 350 students, the study reveals a preference for speakers and accents students understand to be from the UK, although students also responded favourably to Arabic native speakers. Where the NES/NNES variable remained constant, no significant difference in student’s ratings of the teacher was found.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Applied Linguisticsen_US
dc.relation.isversionofhttp://dx.doi.org/10.1111/ijal.12058en_US
dc.subjectLanguage attitudesen_US
dc.subjectAccentsen_US
dc.subjectPronunciationen_US
dc.subjectGulf countriesen_US
dc.subjectEnglish as a lingua francaen_US
dc.titleAttitudes to English teachers' accents in the Arabian Gulfen_US
dc.typeArticleen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.citation.spage50en_US
dc.citation.epage73en_US
dc.citation.volumeNumber24en_US
dc.citation.issueNumber1en_US
dc.identifier.doi10.1111/ijal.12058en_US
dc.publisherWiley-Blackwell Publishing Ltden_US


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