Understanding Varieties of English

A study about 9th grade pupils ability to understand English accents.

Gteborg University
Dept of Language and Literatures/English
Pernilla Enarsson 8511154646
C-level paper, 15 hec
Interdiciplinary Degree Project
Teacher Education Programme
Supervisor: Dr. Pia Khlmyr
Examiner: Monika Mondor
Abstract

Department of Languages and Literatures: C-level essay

Title: Understanding Varieties of English. A study about 9th grade pupils ability to
understand English accents.

Author: Pernilla Enarsson

Term and year: Spring 2011
Institution: Department of Languages and Literatures/English
Supervisor: Dr. Pia Khlmyr
Examiner: Monica Mondor

Abstract: Due to the increase in globalization understanding different varieties of English

has become vital in order to be able to communicate with people and understand
public announcements while abroad. In the curricula Lpo94 and Lgr11, there are
goals regarding the understanding of regional varieties of English, which the
pupils should have attained by the 9 th year of compulsory school. The aim of this
study was to see if and to what extent the pupils of a class in the 9 th grade
understand five different but common varieties of English. The pupils got to listen
to audio tracks with speakers of the different varieties, which were South African
English, Australian English, Indian English, Scottish English and African-
American Vernacular English and then the pupils got to fill out a questionnaire
about their understanding of the different varieties. The results show that a
majority of the pupils had no problem understanding the accents even though they
found some of the accents more difficult to understand than others. The
conclusion of this study is that the participating pupils do understand regional
varieties of English to a large extent and therefore have attained the goals in the
curriculum regarding the understanding of regional speech of English.

Keywords: English accents and dialects, language variety, compulsory school, 9 th grade,
Lpo94, Lgr11, South African English, Australian English, Indian English, Scottish English,
AAVE

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Table of contents

Table of contents ........................................................................................................................... 3

1. Introduction ............................................................................................................................... 4
1.1 Background ........................................................................................................................... 4
1.2 Aim and scope ....................................................................................................................... 5
1.3 Materials and method ........................................................................................................... 6
1.4 Plan of study.......................................................................................................................... 7

2. Previous Research ..................................................................................................................... 8

3. Accents and dialects ................................................................................................................ 10

3.1 Accent and dialect overview .............................................................................................. 10
3.2 South African English ......................................................................................................... 10
3.3 Australian English .............................................................................................................. 11
3.4 Indian English ..................................................................................................................... 12
3.5 Scottish Accent .................................................................................................................... 13
3.6 African-American Vernacular English (AAVE) ................................................................ 14

4. Results and discussion ............................................................................................................ 15

4.1 The pupils ranking of their own understanding .............................................................. 15
4.2 Comments about the dialects ............................................................................................. 16
4.3 About the audio tracks........................................................................................................ 20
4.4 The question of geography ................................................................................................. 21

5. Summary and conclusion ....................................................................................................... 22

References: ................................................................................................................................... 24

Appendix 1: Accents and dialects questionnaire

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1. Introduction

1.1 Background

There are more than one billion people in the world that are able to speak English, which

means that there is a high probability that one should have to use English sooner or later.

Moreover, due to the increase in globalisation, understanding different languages, dialects and

accents has become vital. In order to be able to understand instructions at an airport for

example, or communicate with foreigners nowadays people have to be prepared for

encountering different types of English. That is why it is important to introduce various

Englishes early on in school in order to familiarise the pupils with the fact that there are

several types of regional dialects and accents.

A definition of the term accent is a feature of pronunciation differences, while the term

dialect refers not only to pronunciation differences but also to grammatical and vocabulary

features. In other words, a dialect speaker is likely to have an accent but a speaker with an

accent does not necessarily have a dialect (Crystal, 1995).

Because of the number of varieties of English as a native language, ENL, around the world

a foreign learner who is only exposed to one ENL variety might not be equipped to cope with

other varieties of ENL when encountered with them (Trudgill & Hannah, 2008). That is one

of the reasons for carrying out this study, to see if the pupils are comfortable with different

varieties of English.

According to the current curriculum in Sweden, Lpo94, and the curriculum to be, Lgr11,

one of the goals that the pupils should have attained by the end of the ninth year in school is

the ability to understand clear speech even though regional in nature.

Pupils should
understand clear speech, even though regional in nature, in instructions, narratives
and descriptions concerning familiar conditions and their own areas of interest
(Lpo 94, Skolverket)

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 Listen and read receptive skills
Pupils should be able to understand
Spoken English and texts from various media types
Regional and social variations of spoken English
Oral and written instructions and descriptions
Various forms of conversations, dialogues, interviews and oral presentations
(My translation)
(Lgr 11, Skolverket)

These extracts from the two curricula show clearly that understanding spoken English, in

various forms, is something that the English teaching in Sweden focuses on as one of the most

important abilities in the process of learning English.

1.2 Aim and scope

The aim of this study is to see if and to what extent pupils in the ninth grade, the last year of

compulsory school, actually have attained the goals regarding the understanding of regional

speech or not. To do so, I have chosen to use a few different but common accents to see if the

pupils are able to understand what is said in the accent and if they are able to distinguish any

pronunciation differences compared to the English they prefer to use. For the sake of keeping

the study fairly short but still interesting enough, I have chosen to use five accents from

different parts of the world. Not only is it important for pupils to understand different accents

and dialects for the sake of the curriculum but rather in order to succeed in communicating in

English. Moreover, the five accents chosen are accents with many speakers and that the pupils

are likely to encounter sooner or later, both in the media and in real life.

It would be interesting to conduct a study with more participating pupils due to the actual

conclusions that might be drawn from a bigger study , but due to a limited time schedule there

will only be time for one 9 th grade class.

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1.3 Materials and method

The materials used in this study were a specially compiled CD containing five audio tracks

with people speaking with regional dialects or accents and a questionnaire to match. The

accents and dialects used are South African English, Australian English, Indian English,

Scottish English and African-American Vernacular English, AAVE. The audio tracks were

collected from The International Dialects of English Archive, IDEA, and then cut into shorter

pieces, between 40-120 seconds long. In one of the tracks the word slave was deliberately

left out since that word would make it obvious where the accent was from.

The audio tracks were chosen from a few criteria, for example that the speech should be

understandable but still authentic and there had to be some sort of story that the pupils found

fairly interesting. The story Comma gets a cure is specially composed for studies on accents

and dialects. Due to the choice of words in the story a researcher on dialects is able to

examine the readers pronunciation of English, because of certain phonemic varieties the

reader might use. That is why I chose to use that particular story.

After a brief run-through of the content of the questionnaire the audio tracks were played

in a classroom situation. Each audio track was played twice and the pupils were asked to

simply listen during the first playback and were given a few minutes to answer five questions

to each audio track afterwards. The questions regarded not only their understanding of that

particular accent or dialect but also if they were able to tell wherein the difference lies

between the accent or dialect they heard and the accent they normally use. The pupils were

then asked to rank how difficult the accents and dialects were to understand on a scale from 1 -

5, where 1 indicates easy and 5 indicates hard. They were also asked to write where they

thought the accent or dialect was from. After a few minutes the same audio track was played

once more and the pupils were then given the time they needed to finish answering the

questions of the questionnaire. (see Appendix 1).

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 Three of the audio track speakers actually told the same story but in three different parts.

The story was called Comma gets a cure and was about a veterinary nurse who tried to find

a proper treatment for a goose named Comma. The reasons why I chose to use the story in

three different parts were partly because it had a story that could easily be divided into three

separate parts but also because of the speakers, who read the stories with clearly definable

dialect characteristics. The other two audio track speakers talked about their everyday life

very briefly.

It should be said that all people speak differently, even those belonging to the same accent

or dialect. That is why speakers with broader, but still understandable accents were chosen so

as to make each accent distinguishable. However, the accents chosen were of the type the

pupils are likely to come across in the future and not simply random selections.

There are a total of 18 participants in this study, all of them from a 9 th grade class, in other

words they all are around the age of 15. The participants were informed that no names were to

be used and that they therefore would remain anonymous.

The data from the questionnaires (see Appendix 1) was then put together. First of all, in

order to see how much the pupils understood from each audio track secondly, how difficult

each accent was to understand and thirdly, if the pupils were able to recognise where the

different accents were from. Any unanswered questions were disregarded, all quotes used are

authentic and uncorrected and all the numbers mentioned are exact.

1.4 Plan of study

The first chapter of this essay contains the background to this study and also how the study

was conducted. Previous research is presented in chapter two. In chapter three the five

different accents are described highlighting a few of their main pronunciation characteristics.

In chapter four the results of the study are presented as well as an overall discussion about

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them. The last chapter, chapter five, contains a summary of the essay, suggestions for future

research, pedagogical implications as well as the conclusion of the study.

2. Previous Research

One of the most important things in order to achieve successful language communication is

the ability to understand what other people are saying, in other words, speech (man, 2001).

Listening comprehension is not just something that solely has an important function in

language teaching in schools. Rather, the ability to understand spoken language, formal or

colloquial, is vital in order to be able to communicate with others or understand public

announcements, for example at an airport or train station. According to Hedge (2000), using

recordings for English language learners where speech is carefully pronounced Received

Pronunciation, RP, at a slow pace with grammatically correct sentences is not sufficient in

English language teaching. The effect of this kind of teaching might be that the English

language learners will only understand RP, which is an accent very few native English

speakers actually use (Trudgill & Hannah, 2008). Furthermore, Hedge writes that spoken

language is not as perfect as the examples used in language teaching. Spoken language

contains incomplete sentences, pauses, repetitions, false starts and corrections and is also less

formal and contains contracted forms, for example Ive, youre, shes, and colloquial

expressions not to mention the plentiful varieties of accents. Hedge suggests that more

authentic speech should be used in language teaching but to the proper extent, in other words,

making sure that the speech used is on a level suitable for the language learners (Hedge,

2000). This is all very well and probably something every language teacher would agree with

but it is difficult to draw any general conclusions from Hedges statements due to the fact that

her book is not written for or based on the Swedish school system. Is it possible for Hedge to

state how English as a second/foreign language is normally taught, or how it should be

8
treated? This raises the question whether a book like Hedges is adequate for teacher students

anywhere in the world when the circumstances for language learning and teaching are so very

different depending on where in the world it takes place. A book equivalent to Hedges but

based on English learning and teaching in Sweden and the Swedish steering documents would

be far more fruitful for future English teachers.

A study comparing listening materials from two different textbooks, one from 1994 and

one from 2003, showed that in the more recent textbook the number of English varieties used

was bigger than in the older textbook (Eggert, 2007). However, in both textbooks the majority

of the listening materials were still in RP, or General American, GA, although the focus on

other varieties in the listening materials is currently gaining ground (Eggert, 2007).

According to Trudgill & Hannah (2008), the English used by native speakers does not

necessarily have to be the model for learners of English and should not be the model of

speech that learners of English as a second language aim for, since their own variety of

Standard English would be more sensible to use due to the certain phonology and vocabulary

that fits their culture and society (Trudgill & Hannah, 2008).

There is not much research on the subject whether pupils in the Swedish schools actually

understand different varieties of English or not. However, there are several essays written

about the attitudes towards different varieties of English. Sahlstrm (2005), conducted a study

about upper secondary students attitudes to and assessment of four women speaking four

different varieties of English and Tioukalias (2010) did a survey about twelve English

teachers attitudes towards Standard English and General American. Tioukalias found that the

English teachers preferred Standard English but she also noticed that the teachers attitude

towards the General American variety was slowly changing to a more accepting state than

before. If the teachers starts to accept more varieties of English it will hopefully have an effect

on their teaching which in turn might open up the pupils eyes to more varieties of English.

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3. Accents and dialects
3.1 Accent and dialect overview

Countries with a relationship to the English language are usually divided into three groups,

those with English as their native language (ENL) are referred to as Inner Circle countries,

for example Australia, Great Britain and USA to name a few. The countries where the people

have another language than English as their mother tongue but where English still has an

institutionalised status are called Outer Circle countries, in which the speakers have English

as their second language (ESL), for instance, India, Singapore and Kenya. The third group

consists of countries where English is taught as a foreign language (EFL), that is basically

only used for communicating with foreigners, for example Brazil, China and Sweden.

Countries like these belong to the Expanding Circle (Trudgill & Hannah 2008)

In spite of being thousands of miles apart the Englishes of the southern hemisphere, for

instance in South Africa and Australia, have many similarities. There are very few regional

varieties of their Standard Englishes compared to the number of regional varieties of English

found on the British Isles. In South Africa, regional variation is somewhat more common than

in Australia. However, there are quite a high degree of social variation in both countries and

these dialects can be divided into mild and broad accents. Though the English accents of

both countries are phonologically very close to Received Pronunciation, RP, the phonetics of

the mild and broad variations differ considerably. While the broad accent is considerably

different from RP, the mild accent is fairly close to RP and is mostly spoken by older people

and people high up in the social scale (Trudgill & Hannah, 2008)

3.2 South African English

Only around 3 million South Africans have English as their native language which makes

them a minority since South African English is widely known and mostly used as a second

10
language by people with other languages as their mother tongue, for example different Bantu

languages or Africaans. South African English can be divided into three varieties; cultivated,

general and broad. The cultivated variety is mostly associated with the upper class and is

closely related to RP. The general variety is mostly spoken by people in the middle class and

the broad variety is associated with the working class and resembles second-language

Africaans-English.

Some of the characteristics of South African English pronunciation are for example the

front vowel [] as in tin, bit, lip and the schwa [] can generally be considered allophones of

the same phoneme, //, making the pairs Lennon-Lenin, accept-except and scented-centred

homophonous (Wells, 1982). The /r/ is often a tap, which means that the tongue is flicked up

against the roof of the mouth, interrupting the flow of air, or a trill, which means that the tip

of the tongue vibrates in the airstream (Roach, 2001). South African English is a non-rhotic

language, there are no /r/ in words like car, start and dinner and just like in RP the words tune

and duke are pronounced [tu:n] and [u:k] in South African English.

3.3 Australian English

Almost all native Australians have English as their first language, which means about 20

million people and considering the size of Australia, Australian English is remarkably

homogenous (Wells, 1982). As mentioned above, there are several similarities between

Australian English and South African English and just like in South African English there are

in the Australian English three varieties, a cultivated variety, a general variety and a broad

variety. The cultivated variety is used by about 10 per cent of the population and resembles

RP, while the general variety, used by approximately 60 per cent of the population, and the

broad variety, used by about 30 per cent, are fairly similar to one another with the exception

of the diphthongs being slightly longer in the broad variety (Crystal, 1995).

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 Like most varieties of English, Australian English is non-rhotic but there might be a

linking /r/ if a word that ends with a /r/ comes before a word that starts with a vowel, for

example in car alarm the sound /r/ in car may occur. The main characteristic of Australian

English is the vowel system and especially the diphthongs. For instance the word see, which

in RP is [si:] is in Australian English pronounced [sei:], the weekdays, which in RP end with

[-d] end with [-de] (Trudgill & Hannah, 2008), my which is pronounced [ma] in RP is

pronounced with a more open quality [m] in Australian English. Generally the RP sound //

is pronounced /i:/ in Australian English. Other characteristics are for example the sound of the

weak vowels in weak syllables is generally // which makes the words boxes and boxers

homophonous, both are pronounced /'bksz/, the words salad and valid rhyme, both ending

with /-d/ and the suffixes spelt ate, -ness, -let, -id and ist, to name a few, are all

pronounced with a // (Wells, 1982). Moreover, the vowels next to a nasal consonant tend to

keep the nasality. The words now and down, for instance are often nasalized, particularly in

the broad accent, which is a reason for calling the Australian English accent a twang

(Crystal, 1995).

3.4 Indian English

There are few people who have Indian English as their mother tongue which means that a vast

majority of the speakers of Indian English uses English as their second or even third language.

This also means that Indian English is very influenced by the phonology of the speakers first

language and that there are several regional varieties depending on both the speakers native

Indian language and where in India the speaker is from.

Some of the pronunciation characteristics of Indian English are for example that vowels

which in RP are long, for instance in the word nurse [n:s] are short in Indian English, thus

[nrs], the RP diphthongs /ei/ and /ou/ as in face and goat are usually monophthongs

12
pronounced /e:/ and /o:/ in Indian English and there is in some varieties no distinction

between /v/ and /w/, /t/ and //, /d/ and //. Most speakers of Indian English have a rhotic

pronunciation, pronouncing /r/ where there is r in the spelling but their pronunciation of r is

normally with a flap, //.

However, the most noticeable feature of Indian English is the stress of words and

sentences. Speakers of Indian English might put stress into syllables, which to a RP speaker

would be weak and therefore unstressed. An Indian English speaker might pronounce the

words about, minister and mistake like this ['bat], [m'nistr] and ['mstek] (Wells, 1982).

The sentences of Indian English tend to be syllable-timed instead of stress-timed, which most

Englishes are. This means that suffixes are stressed and function words like to and of, which

in RP are weak and unstressed, are in Indian English stressed as well (Trudgill & Hannah,

2008).

3.5 Scottish Accent

There used to be a standardized language spoken in Scotland called Scots which was used in

literature and at the Scottish court but after the Reformation in the 16 th century Scots has

gradually lost its status as a separate language and has become influenced by Standard

English. Nowadays educated Scottish people use a form of Standard English which is not

particularly different from the English used elsewhere but the Scottish speakers tends to have

a very obvious Scottish accent, the pronunciation of which is very different compared to most

varieties of English.

The most noticeable characteristic of Scottish English is the fact that the accent is rhotic.

This has the effect that fewer vowel sounds are needed in Scottish English than in RP. Several

of the vowels and diphthongs in RP developed as a result of the language becoming non-

rhotic in order to be able to differentiate between words like soared and sawed. However,

13
since the Scottish accent has kept its rhoticity fewer vowels and diphthongs are necessary.

Most of the vowels in the Scottish accent are monophthongs except for the sounds /ai/, /au/

and /i/.

Other characteristics of the Scottish accent are, for example, the sound /x/ which occurs in

some specifically Scottish words, for instance loch [lx] and sometimes also in words like

night [nxt], the distinction between words beginning with wh- and w-, as in which [t] and

witch [wt] and finally the frequent use of a glottal stop instead of non-initial /t/, for example

in the words better and whatever (Trudgill & Hannah, 2008).

3.6 African-American Vernacular English (AAVE)

Many Americans of African-American origin, wherever in the USA they might come from,

speak AAVE. AAVE is an accent, which emerged in the south of the USA where most of the

people of African origin were located during the time of slavery. This is why the AAVE

accent resembles the accent spoken in the south parts of the USA. After the abolition of

slavery, some of the former slaves moved to other parts of the USA and naturally took their

southern accent with them. Due to the relatively limited interaction between African-

Americans and White Americans the AAVE accent has kept many of its originally southern

features regardless of where it is spoken (Trudgill & Hannah, 2008).

Some of the pronunciation characteristics of AAVE are for example, the RP diphthong /a/,

which is usually pronounced as the monophthong /a:/, a word that begins with // like this is

normally pronounced with a /d/ thus [ds] but inside a word or at the end of it // might be

pronounced with a /v/ or /d/ thus smooth being pronounced [smu:v]. If the sound // appears

inside or at the end of a word it might be pronounced as /f/ or /t/, month would therefore be

either [mmf] or [mnt]. In a final position ng is pronounced /n/, singing is pronounced

[sn] but this is not the case in a one-syllable word, sing would then be [s]. One noticeable

14
feature in AAVE is the final consonant cluster reduction, hence hand and test are pronounced

[hn] and [ts] and in consonant clusters in the beginning of words /str/ as in street, might be

pronounced /skr/ by younger users of AAVE, thus [skrit] (Wells, 2008).

AAVE users tend to use aint instead of RP dont, am not, isnt, arent and havent to

name a few and double negation, for example I dont know nothing, is also a common feature.

There are some grammatical characteristics of AAVE worth mentioning. For instance, the

absence of the copula be in phrases like She my sister instead of the Standard English phrase

She is my sister and Who you? instead of Who are you? and the same verb might be in the

infinitive He be five years old instead of the Standard English inflicted form He is five years

old. Third person singular verbs in the present tense tend not to be inflicted in AAVE, thus

She write poetry instead of She writes poetry, which would be the Standard English form.

4. Results and discussion

4.1 The pupils ranking of their own understanding

When analysing the questionnaires it became clear that the pupils general understanding of

the different accents was good. They were in most cases able to retell what the stories in the

audio tracks were about, but they had basically no idea as to where the accents were from,

with India as the only exception. Even though the pupils were told that only accents from

Inner Circle countries were used, they still placed some dialects as possibly spoken in France,

Russia, China or South America.

According to the pupils own ranking of their understanding of the accents, they found the

Australian accent to be the easiest to understand with Scottish as a close second. The three

other accents, the South African, Indian and the AAVE, seemed to be fairly equally hard to

understand. However, the Indian accent must have been somewhat harder to understand due

to the fact that five pupils were not able to tell what the story was about when told with an

15
Indian accent. This was surprising considering the fact that there were hardly any pupils who

could not retell the stories told by any of the other accent speakers. It is also hard to know

whether some of the pupils ranking of their understanding is right, particularly when they

have stated that an accent was easy to understand but have not been able to retell the story.

That makes me question some of the pupils rankings of their own understanding but at the

same time their rankings are the only data available and that data is the basis of this study.

One of the pupils did not do the ranking of the Indian accent, which might be due to

forgetfulness or simply because the pupil did not know what to answer.

The diagram below shows how difficult the pupils thought the accents were to understand:

T h e P u p ils ' R a n k in g o f T h e ir O w n U n d e rs ta n d in g

9
8
8
7
7
6 6 6 6 6 6
N u m b e r o f P u p ils

6 S o u th A fric a n
5
A u s tra lia n
5
4 4 4 4 4 In d ia n
4
S c o ttis h
3 3
3 AAVE
2 2 2
2
1
1
0 0
0
1 2 3 4 5

L e v e l o f D iffic u lty (1 = E a s y 5 = H a rd )

4.2 Comments about the dialects

When the pupils were asked to discern what it was that made the accent differ from the one

they normally use, the pupils performed well above expectation since this is a type of question

a university student might find difficult to answer.

In the following text the pupils thoughts about the different accents and their features will

be presented.

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Here are a few comments about the South African English accent:

Example 1:They pronunce R more

Example 2 :Its more hacky. They hack on the Rs

Example 3:[] They pronounce the words very hard, and sometimes leave out the last letter

of the word

It is obvious that the pupils have reacted to the speakers r-sound. The text was read by a

speaker whose /r/-sound was either a trill or a flap, which is common in South African

English and might be what the pupil in example 2 thought sounded hacky or more

accurately jerky. The fact that the speaker was not a native English speaker and consequently

had a different intonation can also be an explanation for the jerkiness. As can be seen in

example 3, one pupil also noticed that the last letter sometimes disappears, which it tends to

do in non-rhotic varieties of English, for example if the words end with an r, as in car. One

pupil even commented that: It is not the womans first language, which was very surprising

but nonetheless absolutely true.

Out of 18 participants, 11 thought this accent was from Africa, 2 of which correctly

specified South Africa.

These are a few of the pupils comments regarding the Australian English variety:

Example 4: He uses brittish accent to speak

Example 5: Its easy because it sounds normal like the text we been listens to

Example 6: I use this kind

The last two of these comments, example 5 and 6, show that the pupils in most cases could

not tell the difference between this Australian accent and the Standard English accent. This is

17
probably due to the close resemblance between the two varieties and I suppose it is hard to

identify the Australian variety if one is not familiar with a few of the distinguishable

characteristics. This might be one of the reasons why 5 pupils thought this accent was from

Britain and only 3 pupils thought it was from Australia.

This is what some of the pupils thought about the Indian English variety:

Example 7: Its messy

Example 8: He speak werey mumly and dont say the hole word some times

Example 9: Its hard to explain, they dont speak as round as Americans dothey speak

more up and down in their tone

Example 10: They talk with dark and light weighted words. The words getting some tops

The first two comments, example 7 and 8, show that this accent was rather difficult to

understand. Many of the pupils commented that the speaker did not speak clearly and that he

spoke too fast, which might be due to the stress pattern of Indian English. It is harder to

understand English when all the words are equally stressed and not just the most important

words. The stress and intonation was probably what the two observant pupils in example 9

and 10 meant with their comments about the speakers tone and that the words are getting

some tops. Since Indian English was not the speakers first language it is likely that the tone

of his English was influenced by his Indian native language.

Every pupil, with one single exception, wrote that this accent was from India. This might

be due to the Indian accent being fairly easy to distinguish or it might be an effect of this test

being carried out among teenagers who sometimes have great difficulties keeping some things

to themselves, especially if they feel sure of knowing the correct answer. In other words, one

pupil said out loud that the accent was from India during the listening comprehension.

18
Here are a few of the pupils comments about the Scottish English variety:

Example 11: [] I dont think she pronounced the whole word or something like that

Example 12: She speaks wavey (with an additional drawing of a wave)[]

Example 13: She stop to much and starts to quick and she says too much Ehhh and she

speaks a bit queit somtimes

Example 14: Its round in some way

Example 15: Hard to explain but it is almost the same as brittish english

I think the comments in example 11-14 show that these pupils were not used to this variety of

English which explains the reaction to the speed of the speech and the intonation. Due to the

fact that Scottish English has some sound features that other varieties of English have not and

lacks other typically English sounds, the diphthongs for example, makes the intonation of the

Scottish English variety differ considerably from other varieties of English.

It is difficult to know what the pupil who wrote the last comment, example 15, actually

meant. Obviously Scotland is a part of Britain but its accent is not really what is usually

associated with British English. Surprisingly, not one of the pupils wrote anything about the

rhoticity, the diphthongs or the vowel sounds. However, the most amusing answer of this

study was found answering the question where the pupils thought this accent was spoken,

namely: Pirate boats! Though, only one pupil thought this accent was from Scotland, 6 others

thought it was from either Ireland or Great Britain, which are not very far-fetched answers.

These are a few of the pupils comments about the AAVE variety:

Example 16: She talkes very long down in her trought. She rolls on the words

Example 17: He spoke really slow and draw out every word as long as he could

19
Example 18: They speak in slowmotion and a little lik cowboys does

Example 19: Speak were slow and mumly

It is interesting to see that the pupils did not seem to have any great difficulty understanding

this AAVE accent since the speaker had the broadest accent of them all and consequently

should be the hardest accent to understand. However, as can be seen in example 16 and 17, it

was difficult for the pupils to discern the gender of the speaker, who was in fact a middle-

aged woman. Furthermore, the speaker did speak very slowly and almost every pupil

commented on that fact and not so much on other pronunciation differences although the

AAVE accent probably differed quite a lot from the accents the pupils use.

Most of the pupils specified that the accent was from Texas which might be due to

something they recently worked with or just a way to specify that they believed the accent to

be from the American South. 13 pupils believed the accent was from the USA, which is

absolutely correct since there is hardly any regional variation in AAVE the accent could have

been from anywhere in the USA.

4.3 About the audio tracks

It might be difficult to record peoples speech due to the fact that it may not be as authentic as

one might wish. It is very probable that the speakers become self-conscious about the way

they speak and for that reason they might speak more slowly and carefully or they might

simply read instead of speaking like they normally do. For two of the speakers of the Comma

gets a cure story, the South African speaker and the Indian speaker, it was a good thing that

they slowed their speech down a little otherwise it would have been too hard to understand.

Even if they spoke a bit more slowly, they did not lose any of the characteristics of their

accents; they might even have pronounced them more clearly. However, I realised that by

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dividing one story into three different parts I had unintentionally, in a way, provided the

pupils with information that makes it hard to assess whether they actually understood an

accent or not. For instance, when asking the pupils what the third part of the story was about

they could answer that Its about a goose which is true but they had already heard that in the

previous parts of the story.

It seems like the pupils thought it was more interesting to listen to the other two speakers,

the Scottish speaker and the AAVE speaker, who simply spoke about their lives and families

and where they all lived. The pupils had in these cases noticed more specific details of the

speakers stories. I suppose that it is easier to relate to someone who speaks about their actual

life instead of just reading a story from a paper.

4.4 The question of geography

The last question in the questionnaire concerned the geography of the accents and the purpose

of that was in case the pupils did not know the name of the country or region they could circle

the place on the map, if they knew where it was. However, the pupils focused a bit too much

on the map, making the questionnaire a sort of competition with right and wrong answers.

Some of the pupils became quite terrified as soon as they saw the map. Even though the

students were told about the purpose of the map they were still eager to answer correctly.

As seen above the pupils understood the stories told with accented English but did not

know where the accents were from. But the question is if they really have to know that and I

do not believe so. If they someday meet a person with a heavily accented English it is more

important to understand what the person is saying than being able to tell from the accent

where the person is from.

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5. Summary and conclusion

Being able to understand different varieties of English is something that is becoming

increasingly important nowadays due to both globalisation and the mainstream media, which

is always available and ready to report from anywhere in the world. It is therefore necessary

in English language teaching to introduce different varieties of Englishes to make the pupils

aware of and comfortable with different accents of English. Moreover, in the Swedish

curricula Lpo94 and Lgr11, there are goals for the 9 th grade about understanding speech even

though it is regional in nature, which means that the pupils should have encountered different

English varieties before leaving compulsory school. With this as a background, I wanted to

see whether the pupils of a class in the 9 th grade were able to understand a few common

English accents. In order to do this, I conducted a study where 18 pupils got to listen to five

audio tracks with speakers who spoke different varieties of English accents and then fill out a

questionnaire. The questionnaire consisted of basically four questions the pupils had to

answer; firstly, what the speaker was talking about, secondly, what it was that made the

accent differ from the accent the pupils preferably use, thirdly, how difficult the pupils

thought the accent was to understand and fourthly, if the pupils knew where the accent was

from. The results of the study were then analysed and it became evident that most of the

pupils did not have any difficulties understanding the different accents. In most of the cases,

they were even able to discern some of the pronunciation differences of the various accents.

Obviously they found a few of the accents harder to understand than others but generally the

pupils did well. This might be as a result to the English teaching of today where varieties of

English accents are given a more prominent role, not only in the two curricula but also in

textbooks and listening materials (Eggert, 2007). However, it would be interesting to see an

updated study equivalent to Eggerts, since textbooks and listening materials probably have

changed somewhat during the past few years. Another interesting topic for future research

22
would be to study where the pupils encounter different varieties of English, if it is through

music, the Internet or other types of media and if they reflect over the fact that there are

several different varieties of English.

After making this study, a few pedagogical implications have become evident. For

instance, by using different varieties of English when teaching, the pupils will not only

become more comfortable when listening to different Englishes but also more comfortable

when speaking English. Hopefully, it might have the implication that the pupils understand

that their speech pronunciation does not have to be perfect, they do not need to speak like a

native English speaker to be able to make themselves understood. Their way of speaking

English is a variety just like all the other varieties of English in the world.

To conclude, the pupils who participated in this study seem to understand speech even

though it is regional in nature. That means that they have attained that particular goal in the

current curriculum but they have really attained much more. They have attained the ability to

understand and communicate with people from all over the world.

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References:
Primary sources

http://web.ku.edu/~idea/northamerica/usa/mississippi/mississippi2.mp3

http://web.ku.edu/~idea/europe/scotland/scotland5.mp3

http://web.ku.edu/~idea/asia/india/india3.mp3

http://web.ku.edu/~idea/australiaoceania/australia/australia21.mp3

http://web.ku.edu/~idea/africa/southafrica/southafrica8.mp3

Secondary sources

Crystal, David. 1995. The Cambridge Encyclopedia of the English Language. Cambridge:
Cambridge University Press.

Eggert, Bjrn. 2007. Global English and Listening Materials. A textbook analysis.

Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. Oxford University
Press.

Lgr 11, Kursplan i engelska i grundskolan (http://www.skolverket.se/sb/d/4166/a/24751)

Lpo 94, Curriculum for the compulsory school, the preschool class and the after school centre.
(http://www3.skolverket.se/ki03/front.aspx?sprak=EN&ar=1011&infotyp=23&skolform=11
&id=3870&extraId=2087)

Roach, Peter 2001. Phonetics. Oxford University Press.

Sahlstrm, Camilla. 2005. Upper Secondary Students Assessment of Four Women Speaking
Four Different Varieties of English.

Sprkboken, db grafiska, rebro, 2001.

Tioukalias, Kaliopi. 2010. Standard English versus General American. Which Variety is
Preferred in Swedish Classrooms?

Trudgill, Peter & Hannah, Jean. 2008. International English. A guide to the varieties of
Standard English, 5 edition. (Press?)

Wells, J. C. 1982. Accents of English. Volume 3: Beyond the British Isles. Cambridge
University Press.

http://en.wikipedia.org/wiki/AAVE (2011-05-26)
http://en.wikipedia.org/wiki/South_African_English (2011-05-20)
http://web.ku.edu/~idea/readings/comma.htm (2011-05-22)

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Appendix 1
Accents and Dialects Questionnaire Nr:_____

1. What was the story about? Write down at least five sentences about the story.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What is it that makes this accent differ from the English you use?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How difficult was this accent to understand according to you, on a scale from 1 to 5?
Please circle your answer.

Easy 1 2 3 4 5 Hard

4. Where do you think this accent is spoken?

________________________________________________________

5. Please mark the area where you think the accent is spoken on the map.

25