Analysis 2 . 1 5: Euro-English accents
· Title: Euro-English accents
· Author: Britta Larson Bergstedt
· Topic: Teaching and learning Euro-English in Sweden
· Main idea: If there is a strong relation between language and identity, this relation should find its expression in the attitudes of individuals towards these languages and their users.
· Main purpose: While it is plausible for a non-native speaker to reach native-like language skills, it is neither always possible nor desirable.
· Patterns of text organization:
1. Description, contrast and comparison
2. Description with elements of analysis at the end
· Key-facts:
Ø People automatically and instinctively assign characteristics to speakers of a particular language or accent based on their stereotypes and beliefs about members of that community. The level of Solidarity is typically highest in languages geographically or culturally closest to one’s own; the level of Competence in a language is associated with that people’s reputation for hard-work and good education; the level of prestige or Power in language can typically be equated with the amount of riches and technology that the country has.
Ø Affective and cognitive reactions may occur when one’s emotions and reactions are connected to a particular person or situation.
Ø The amount of experience and exposure are powerful factors regarding attitudes. The amount of experience a teacher had working with minority language children positively affected their language attitudes.
Ø Indeed language is such a powerful social force that listeners, even small children, perceive and interpret linguistic and paralinguistic variation in messages as indicators of both personal and social characteristics.
Ø The accuracy of a non-native speakers pronunciation is dependent on the L1.
· Key-words: Euro-English, Sweden, teaching English, non-native English speakers, pronunciation
· Synonyms:
Participants – speakers – people – users
To recognize – to identify
Power – force
Interactions – contact
Survey – interview – questionnaire
Attractiveness – preference – predilection
Sample – fragment
Scores – marks
Linked – connected
· Tone and attitude of the author: The author is using neutral tone, has a balanced view of the subject. Their points and conclusions are rational. Writer has formal and objective attitude, concentrating on facts, expressing no emotions most of the time but there are certain times when attitude becomes subjective (“in my personal experience that…”).
· Thematic groups:
Geography: Amsterdam, Austria, Germany, Portugal, France, Poland, Sweden, Spain, Austria, Italy, the Netherlands.
Languages: English, Finnish, German, Swedish, French, Dutch, Polish.
Linguistics: Euro-English, received pronunciation, Scots English, Amsterdam English, standard native English accents, language, linguistic diversity, (non-)native speakers, second language speakers, dialects, language attitudes, linguistic varieties, language groups, extralinguistic variables, native-like language skills.
Education: university students, high marks, study, research, task, exchange students, high school.
· Stylistic devices:
Ø Enumeration (The recordings were placed in the following order: Germany, Portugal, France, Poland, Sweden, Spain, Austria, Italy, the Netherlands etc)
Ø Parenthesis (size, immediacy, influence; social, regional, political, religion; time of day, location; and there is no other shared language etc)
Ø Detachments (Time spent abroad, as defined and used in this study, also had an effect on the listeners, attitudes and responses as well as their ability to identify a particular accent)
Ø Italics (Solidarity, Competence, Power etc)
Ø Metaphors (matched guise, palate cleanser, playing field)
· Lexis: The author is using scientific lexicon, specifically psychological and linguistic. Article has formal style with neutral words. Sentences are mostly extended and complex.