Overall, the students’ reported positive engagement, and teachers’ pride in their regional accents are key implications of our findings. Finally, the teachers themselves expressed pride in their accents, and explained that outside of a perceived need to modify their accents to be better understood, otherwise exercised agency and resisted suggestions that their accents needed to change. Together with invaluable overviews of numerous regional accents and dialects, this fifth edition provides you with a set of diagnostic tools to help you identify Received Pronounciation as well. Second, student attitudes contrast with that of one particular senior staff member, who instructed a teacher to adopt more ‘standard’ Southern pronunciation. First, the participating teachers reported that EFL students sometimes found their accents difficult to understand, but appreciated, and often celebrated, their ‘difference’ nonetheless. Arthur Hughes, Peter Trudgill and Dominic Watt, English accents and dialects: An introduction to social and regional varieties of English in the British. Drawing on interviews with 20, mostly, Northern EFL teachers, there are three broad findings. In this attitudinal-based study, British EFL teachers report on their regional accents, both in terms of their own attitudes, and the reported attitudes of their EFL students.
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