English Accent Attitudes: Voices of Thai Multilingual University Students
Main Article Content
Abstract
English in an expanding circle especially in Southeast Asia goes beyond the recognition of a foreign language, but it becomes the lingua franca among ASEAN countries. Previous studies explored the attitudes toward English accents in many different aspects while few pieces of research lay an emphasis on the multilingual context. The aims of this research are to investigate the attitudes of a variety of English accents and to explore the attitudes of Thai multilingual university students toward their own English accents. 472 participants responded to the online questionnaire, and 12 informants volunteered to engage in the online interview sessions. The results found that most of the participants favor native English accents (American and British) while a Thai accent is moderately satisfied. For the data coded from the interviews, participants would like to peruse the native-like accents when speaking with the foreigners. However, a Thai accent is acceptable when they communicate with Thais. Additionally, some of them are proud of keeping their accents and identities when speaking English. It is suggested that the various accents of Englishes should be presented in the classroom and the teaching materials in order to enhance the communication among multilingual groups.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
References
Ahmed, S. (2015). Attitudes towards English Language Learning among EFL Learners at UMSKAL. Journal of Education and Practice, 6(18), 6-16.
Almusharraf, A. (2022). EFL learners’ confidence, attitudes, and practice towards learning pronunciation. International Journal of Applied Linguistics (United Kingdom), 32(1), 126-141.
Ambele., E. A., & Boonsuk, Y. (2021). Thai tertiary learners’ attitudes towards their thai english accent. PASAA, 61, 87-110.
Attakit., T., Kongwongsa, W., Palawat, A., Sawadpong, W., Sintusiri, J., & Passako, J. (2022). The Impact Analysis of Sport Tourism, A Case: Buriram Province. Journal of Health, Physical Education and Recreation, 48(1), 196–207. [In Thai]
Bayyurt., Y., & Sifakis, N. C. (2015). ELF-Aware In-Service Teacher Education: A Transformative Perspective. In International Perspectives on English as a Lingua Franca(pp.117-135). Palgrave Macmillan.
Blair, A. (2020). Developing ‘ELF Competence’ In Language Learners and Teachers. Estudos Linguísticos e Literários, 1(65), 5- 29.
Bolton., K. & Bacon‐Shone, J. (2020). The Statistics of English across Asia. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The Handbook of Asian Englishes(pp.49-80). John Wiley & Sons Inc.
Bolton., K., Botha, W. & Kirkpatrick, A. (2020). Asian Englishes Today. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The Handbook of Asian Englishes(pp.1-11). John Wiley & Sons Inc.
Buripakdi, A. (2012). The marginalized positions of Thai professional writers on the global hegemony of English. Journal of Asian Pacific Communication, 22(1), 41-60.
Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. In A. S. Canagarajah (Ed.), Reclaiming the Local in Language Policy and Practice. Routledge.
Canagarajah, A. S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. The Modern Language Journal, 91(1), 923-939.
Cenoz., J., & Gorter, D. (2022). Pedagogical Translanguaging. Cambridge University Press.
Cresswell, J. W. (2013). Qualititative Inquiry and Research Design. The United States of America : SAGE Publications.
Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Bristol : Multilingual Matters.
Deterding, D. (2013). Misunderstandings in English as a Lingua Franca. Berlin, Boston: De Gruyter Mouton.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford : Oxford University Press.
Fang, F. (2017). An Investigation of Attitudes Towards English Accents-A Case Study of a University in China. In Z. Xu, D. He, & D. Deterding (Eds.), Researching Chinese English: the State of the Art (pp. 141–156). Switzerland : Springer International Publishing AG.
Fang, F. (2018). Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in China. In Educational Linguistics, 35, 23-40.
Garrett, P. (2010). Attitudes to language. Cambridge : Cambridge University Press.
Gorter., D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 1-10.
Gramling, D. (2021). The Invention of Multilingualism. Cambridge : Cambridge University Press.
Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18.
Heigham., J., & Croker, R. A. (2009). Qualitative Research in Applied Linguistics. Palgrave Macmillan UK.
Jenkins, J. (2006). Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157- 181.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford : Oxford University Press.
Jenkins, J. (2009). Exploring Attitudes towards English as a Lingua Franca in the East Asian Context. In K. Murata & J.
Jenkins (Eds.), Global Englishes in Asian Contexts(pp.40-56). Palgrave Macmillan UK.
Jenkins, J. (2011). Accommodating (to) ELF in the international university. Journal of Pragmatics, 43(4), 926-936.
Jenkins., J., & Leung, C. (2013). English as a Lingua Franca. In The Companion to Language Assessment(pp. 1605–1616). John Wiley & Sons, Inc.
Jessner, U. (2008). Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15-56.
Kachru, B. B. (1997). World Englishes and English-Using Communities. Annual Review of Applied Linguistics, 17, 66-87.
Karakaş, A. (2019). Preferred english accent and pronunciation of trainee teachers and its relation to language ideologies. PASAA, 58(2), 264-294.
Kim, S. (2021). English as a lingua franca in Japan: multilingual postgraduate students’ attitudes towards English accents. Journal of Multilingual and Multicultural Development, 1-15.
Kirkpatrick, A. (2010). Learning English in ASEAN: Myths and Principles. Language Education in Asia, 1(1), 1-7.
Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44(2), 212–224.
Kirkpatrick, A. (2012). English in ASEAN: Implications for regional multilingualism. Journal of Multilingual and Multicultural Development, 33(4), 331–344.
Kirkpatrick, A. (2014). English as a Medium of Instruction in East and Southeast Asian Universities. In N. Murray & A. Scarino (Eds.), Dynamic Ecologies A Relational Perspective on Languages Education in the Asia-Pacific Region (pp.15-29). Netherlands : Springer, Dordrecht.
Kirkpatrick, A. (2017a). Language education policy among the Association of Southeast Asian Nations (ASEAN). European Journal of Language Policy, 9(1), 7-25.
Kirkpatrick, A. (2017b). The development of English as a lingua franca in ASEAN. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp.138-150). New York : Routledge.
Kristiansen, T. (1991). Sproglige normidealer på Næstvedegnen: kvantitative sprogholdningsundersøgelser. Unpublished PhD dissertation, University of Copenhagen.
Kung, F. W., & Wang, X. (2019). Exploring EFL Learners’ Accent Preferences for Effective ELF Communication. RELC Journal, 50(3), 394-407.
Leruksa, C., Chaigasem, T., & Suephakdee, D. (2019). An Innovation Model for International Sport Events City of Buriram Province, Thailand. Veridian E-Journal, 12(2), 672-686.
[In Thai]
Lundberg, A. (2019). Teachers’ beliefs about multilingualism: findings from Q method research. Current Issues in Language Planning, 20(3), 266-283.
Mauranen., A. (2017). Conceptualizing ELF. In J. Jenkins., W. Baker., & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp.7-24). New York : Routledge.
Newton., J. M. & Nation, I. S. P. (2020). Teaching ESL/EFL Listening and Speaking. New York : Routledge.
Nguyen., L. T. & Newton, J. (2020). Pronunciation teaching in tertiary EFL classes: Vietnamese Teachers’ beliefs and practices. TESL-EJ, 24(1), 1-20.
Nomnian., S., Trupp, A., Niyomthong, W., Tangcharoensathaporn, P. & Charoenkongka, A. (2020). Language and community-based tourism: Use, needs, dependency, and limitations. Austrian Journal of South-East Asian Studies, 13(1), 57-59.
Nuemaihom, A. (2016). ESP Need Analysis and Course Design for Local Vendors at Phnom Rung Sanctuary in Buriram Province. The Golden Teak : Humanity and Social Science Journal (GTHJ.), 22(4), 18-34.
O’Regan, J.P. (2021). Global English and Political Economy. New York : Routledge.
Osatananda, V. & Salarat, P. (2020). The tolerance of English instructors towards the Thai-accented English and grammatical errors. Indonesian Journal of Applied Linguistics, 9(3), 685-694.
Pechapan-Hammond, S. (2020). English in Thailand. In The Handbook of Asian Englishes (pp.629-648). New Jersey : John Wiley & Sons.
Pham., D. T. T. & Nguyen, T. H. (2021). A study on attitude towards English language learning among non-English majored students at Tra Vinh University. Vietnam Journal of Education, 4(2), 47-54.
Phattaraphakin., K., Skulkhu, J., Phothisuk, A. & Yongsorn, J. (2020). English Skills Problems of the Education Faculty Students of Dhonburi Rajabhat University for Entering the ASEAN Community. The Golden Teak : Humanity and Social Science Journal (GTHJ.), 20(2), 1-13.
Sanboonvej., S., Manoosawet, C. & Sinlarat, P. (2020). The Development of an Instructional Model Based on Digital Storytelling to Enhance English Pronunciation and Creativity of Undergraduate Students. The Golden Teak : Humanity and Social Science Journal (GTHJ.), 26(2), 193-208.
Seidlhofer., B. (2011). Understanding English as a Lingua Franca-Oxford Applied Linguistics. London : Oxford University Press.
Seidlhofer., Barbara. & Widdowson, H. (2017). Competence, capability and virtual language. Lingue e Linguaggi, 24(0), 23-36.
Si, J. (2019). English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners. Asian Englishes, 21(2), 190-206.
Siwina., P. & Prasithrathsint, A. (2020). Multilingual landscapes on Thailand’s borders. Journal of Mekong Societies, 16(1), 112-131.
Smalley, W. A. (1988a). Multilingualism in the Northern Khmer population of Thailand. Language Sciences, 10(2), 395-408..
Smalley, W. A. (1988b). Thailand’s hierarchy of multilingualism. Language Sciences, 10(2), 245-261.
Sung, C. C. M. (2016). Does accent matter? Investigating the relationship between accent and identity in English as a lingua franca communication. System, 60, 55-65.
Taylor, L. (2006). The changing landscape of English: implications for language assessment. ELT Journal, 60(1), 51-60.
Taylor., L. & Geranpayeh, A. (2011). Assessing listening for academic purposes: Defining and operationalising the test construct. Journal of English for Academic Purposes, 10(2), 89-101.
Wang, Z. (2020). A Study of English Accent: Attitudes of Chinese Undergraduate English-major Students in Southwest Forestry University in China. Language in India, 20(9), 1-26.
Weerachairattana, R., Duan, J. & Buripakdi, A. (2019). World Englishes in Expanding Circle : Views from University Students in. Journal of Studies in the English Language, 14(1), 125-181.
Widiawati., D. & Savski, K. (2020). Primary-level English-medium instruction in a minority language community: any space for the local language? Journal of Multilingual and Multicultural Development, 44(4), 275-287.
Winaitham., W. & Suppasetseree, S. (2012). The Investigation of English Pronunciation Errors and Factors Affecting English Pronunciation of Thai Undergraduate Students. Silpakorn Educational Research Journal, 4(2), 304-320.
Yuh., A. H. & Kaewurai, W. (2021). An Investigation of Thai Students’ English-speaking Problems and Needs and the Implementation Collaborative and Communicative Approaches to Enhance Students’ English-speaking skills. The Golden Teak : Humanity and Social Science Journal (GTHJ.), 27(2), 91-107.