Native And Non Native Speakers

Having foreign accent can affect your life. Numerous people in different countries find that being non-native speaker can change the way in living either negative or positive. many studies say that native speakers react with non- native speaker differently, but why they have different reaction to non native speakers. Some studies say that the cause that leads native speakers to react differently to non native speakers is the skin color, but these studies can not be acceptable because we know that Americans are from different veins, and they have different colors, and some studies state that native speakers have different reaction to non-native speakers because of their foreign accent. Therefore, understanding how people with foreign accent are seen by native speakers can help us to see what and how they communicate with each other, and how these communications may also have a negative impact. In this paper, I will first analyze the negative effects of being non-native speaker in terms of employment, and how it affects interpersonal communication.

In more modern times the interaction of English speakers with other languages, through first colonialism, and later the emergence of English as a global language has enriched the vocabulary (‘pyjama’) and led to the evolution of different versions of English around the world, for example the hybrid ‘Singlish’ that has emerged in Singapore.

Although the language individuals use reflects our identity, language use is not static and changes according to context. This is

Speaking Native Language in Public. It is a world known fact that there are millions of people living on our planet, speaking hundreds of different languages. However, all citizens of a country should be familiar with the official language. Issues arise when people migrate from one country to another. Obviously, migrants may have their own language and that is absolutely normal that they would speak it with their relatives and friends. Some may consider that behavior as rude and anti-patriotic. Is that really so? My first language is not English and I think that people should be respectful toward others tradition and culture, because some people think that it is disrespectful to speak another language other than the official language and in some of the cases it is true.

Another part of this experience was the language this culture spoke. They had their own native language, but spoke English. When they spoke English, they spoke it extremely fast and it wasn’t the easiest to understand. Their “paralanguage” (Wood 104) wasn’t something I was used to either. The way I responded to them, was to slow down my own paralanguage and to speak more clearly without using any slang. This was so I could communicate with them without any interference. This made the “verbal communication” (Wood 67) I used much easier to understand for them. I relied on the low-context communication style. Which refers to “very direct, explicit, and detailed type of communication” (Wood

One’s culture is an important aspect to take into account when identifying why people communicate the way they do. “Culture means shared norms, values, and beliefs related to how people live and how people communicate” (Stewart, 2002, p. 25). People learn how to communicate from the people they are raised by and spend their time with, they adapt their ways of speaking, values, possibly even their attire. Specifically, “what it means to belong to a culture is to communicate in certain ways—to use certain expressions that members of other cultures don’t use, to prefer certain kinds of meetings, to honor certain styles of speaking, to maintain certain distances, to touch in certain ways, and so on” (Stewart,

To conclude, in relation with the findings made and my own experience on my practicum in a public school, I can realize that my beliefs were similar to the students who participate in the research. Nevertheless, the only difference is that I do not agree with the memorization of the rules instead, with the internalization by connections with their mother tongue. Also, I believe that in our practicum, we tend to copy the strategies that our mentor teachers use, which are the mechanic activities, paper sheets or drills, and so forth, letting our belief that English is acquired through

With the drastic measures that non-native language learners are driven towards, it illustrates how the demand of a certain inflection in an individual’s voice is valued. Nonetheless, studies conducted with semantic development in non-heritage language learners provides evidence that information is processed slower, which implies that learning a non-native language is a long procedure. The spectrum of issue associated with learning a non-native language is undeniably an ongoing concern that requires the attention of many, as ignorance would only exacerbate the matter at

In his novel, Native Speaker, Chang-Rae Lee portrays the struggles of Korean-American spy, Henry Park. Many conflicts arise throughout the story such as Henry’s relationships with Lelia and his father. Death is a reality involved in each of these conflicts. Mitt’s death is at the core of Henry’s demising relationship with Lelia, and the death of Henry’s mother leads to a greater gap between Henry and his father. A common motif that Lee uses is the silence of the characters most affected by the death. In each case, the characters refuse to confront their loss and attempt to move on with life as if nothing happened. Since each instance causes conflict, Lee comments on the dangers of cultural difference regarding the handling of death. Lee illustrates that it is necessary to cross the border of understanding how cultures handle certain situations differently. Since the characters in Native Speaker do not cross this border, conflict ensues. Ultimately, Lee uses the motif of silence after death as a symbol for cultural differences creating tension.

Beth- I definitely agree with you that native English speakers have an advantage pertaining to how one uses the language in the correct context, but I also agree with you that non-native speakers may have a more objective, and deeper knowledge of American culture than native speakers do. I like your example of pronunciation that you used in your post. This is usually seen as a common advantage that many L1 (English) teachers have when compared to L2 (English) teachers (SpokenEnglishpractice, 2016). This part of the website shows the common advantages native-English speakers have over non-native English speakers. What is interesting for me to note is how the writer mentions how practicing English with a native speaker will force the student

Culture: The level of tolerance for being around someone speaking a foreign (not understanding) language, politeness measured in terms of gallantry or etiquette, and manner of expected dress are all examples of possible cultural differences and traditions., (Finn and Jacobson, 186)

There are some reasons because native English speakers are difficult to understand. Native English speakers have different ways of talking based on their original accent or where they grew up or just their style. Also, they usually speak like they would speak to another English native speaker. People that work on the radio or on broadcasting or on TV tend to speak very clearly. But people that use to work all day with other Americans speak very quickly and they may combine or omit some words more often. Others may speak less clearly because they’ve gotten so used to speaking with their own way, with their own accent and combining words together.

Using Wittgenstein’s language games theory, language is acquired by children mimicking the behaviors and responses they see in adults to their own social situation and, by trial and error, determine the successfulness of these reactions and tailor them to better fit each situation they encounter. Monica Moore’s research suggests that coquetting behaviors follows these same parameters. This further emphasizes the influence of social and cultural forces on coquetting behavior, mirroring the profound influence social and cultural factors have on language. Furthermore, the additional factor that coquetting behaviors and emotional expression vary cross-culturally confirms the premise that these behaviors are socially conditioned, and though being biologically inherited, are shaped and expressed by the constraints of the culture(s) the user has experienced and developed in.

His fifth claim is that different forms of speech do not equate to differing levels of achievement in school. As a sixth claim, he argues that ethnographic assumptions offered by Deutsch, Bereiter, Engelmann are wrong. His final claim, is that training a child to learn the logical manner of Standard English doesn’t guarantee that he’ll succeed. Nonstandard English isn’t the problem to learning; it’s the ignorance of the language and the belief that it’s inferior.

In addition to differences in pronunciation, vocabulary and grammatical structures among cultural groups, variations also exist in the rules for general discourse in oral communication, covering such specific acts as narratives and conversation. In communicating with one another, teachers and students naturally will follow the assumptions and rules governing discourse within their respective cultures. Discourse rules govern such aspects of communication as: opening or closing conversations; taking turns during conversations; interrupting; using silence as a communicative device; interjecting humor at appropriate times and using nonverbal behavior. Once again, an American student studying in the middle east, who would constantly interrupt the teacher in order to clarify the professor’s opinion, would be considered to be