Results 91 to 100 of about 16,303 (201)
Stigma, self‐styling and ‘forced accents’ among English L2 speakers in Spain
World Englishes, EarlyView.Abstract This paper examines the relationship between shame, stigma and accent for non‐native English speakers in Spain. The low English competence of the Spanish population frequently constitutes a source of individual and collective stigma – which includes the apparent undesirability of Spanish‐sounding English.
Eva Codó, Carly Collins
wiley +1 more source
Cue-reliance and vowel perceptual patterns of Cypriot Greek children who learn English
Estudios de Fonética Experimental, 2019 The aim of the present study is to investigate the vowel perceptual patterns of Cypriot Greek children who learn English as a foreign language in Cyprus and their cue-reliance during L2 vowel categorization.
Georgios P. Georgiou
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The [ADJ + as] intensifier construction in Māori English/Aotearoa English
World Englishes, EarlyView.Abstract We introduce the Waikato Māori English Conversation (MEC) corpus, which consists of 43 dyadic conversations between 49 young adults who self‐recorded informal conversations with close friends, in their own homes, with no topic of conversation specified (83 hours of dialogue; nearly 800,000 words).
Andreea S. Calude, Hēmi Whaanga
wiley +1 more source
An acoustic study on monophthongs in Central Australian Aboriginal English
World Englishes, EarlyView.Abstract We present an acoustic analysis of monophthongal vowel production in Central Australian Aboriginal English (CAAE), providing one of the first systematic examinations of this variety spoken by English‐as‐a‐first‐language (L1) speakers in Mparntwe/Alice Springs, Australia.
Yizhou Wang +4 more
wiley +1 more source
English address terms in Australian, British and North American English on Twitter/X
World Englishes, EarlyView.ABSTRACT This study analyses address terms on Twitter/X across three English‐speaking regions: Australia, the United Kingdom and the United States. Using a random sample, we examine the frequency and regional distribution of address forms, including @‐mentions, vocatives, titles, kinship terms and greetings.
Martin Schweinberger, Amir Sheikhan
wiley +1 more source
TESOL Journal, Volume 17, Issue 3, September 2026.ABSTRACT This study examines how two pre‐service English teachers in Türkiye navigate the racialized (whiteness‐Europeanness‐indexed) and marketized legitimacy regimes of the private English language teaching sector. Drawing on a language teacher identity lens and a political economy account of accent commodification, we analyze the contrasting ...
Onur Özkaynak, Peter Sayer
wiley +1 more source
Examining the Serial Advantage in Fluent and Dysfluent Readers
Dyslexia, Volume 32, Issue 3, August 2026.ABSTRACT We examined how the relation between serial and discrete reading/naming rate reveals cognitive processes that underlie reading fluency success and failure. Our sample included 87 children scoring above the 35th percentile (fluent readers) and 36 scoring below the 16th percentile (dysfluent readers) on a word‐reading fluency test.
Sandra Romero +3 more
wiley +1 more source
Beyond Spelling: Oral and Written Expository Discourse Skills in Adolescents With Dyslexia
Dyslexia, Volume 32, Issue 3, August 2026.ABSTRACT Students with dyslexia may produce shorter written texts with poorer content and less complex language than peers, but it remains unclear whether such differences reflect increased writing effort associated with dyslexia or co‐occurring non‐phonological language difficulties.
Helena Oliv, Anna Eva Hallin
wiley +1 more source
Review of Education, Volume 14, Issue 2, August 2026.Abstract English Medium Instruction (EMI) has rapidly become an important part of higher education in many countries around the world. While the number of EMI programmes and institutions has increased, professional development programme (PDP) opportunities for EMI lecturers and their effectiveness are not yet well designed or closely aligned with local
Mehmet Birgün, Yasemin Kırkgöz
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The Role of Phonological and Rhythmic Skills in Learning to Write Words in Spanish
Journal of Research in Reading, Volume 49, Issue 3, August 2026.ABSTRACT Background Both phonological and stress awareness have been related to the development of literacy. Moreover, according to Goswami's temporal sampling theory, another prosodic factor, rhythmic synchronization skill, also favours reading acquisition.
Nieves Valencia‐Naranjo +3 more
wiley +1 more source