ATTITUDES TOWARD ARABIC-ACCENTED SPEECH IN ENGLISH

Abstract

The study explores the attitudes of undergraduate Flagship students in the United States towards Arabic-accented speech in English. It examines the Familiarity Principle among these students and analyzes their attitudes based on socio-intellectual status, aesthetic quality, and dynamism of Arabic-accented speech. The study also discusses the relationship between pronunciation features and language attitudes and intelligibility of communication. The study used mixed methods to collect and analyze data on students' attitudes towards Arabic-accented speech. It used a verbal-guise technique, a Speech Dialect Attitudinal Scale questionnaire, and semi-structured interviews. The questionnaire data revealed that 54% of students valued socio-intellectual status, 48% aesthetic quality, and 55% dynamism of Arabic-accented speech. Voice stimuli data showed ratings of 52% for the first, 48% for the second, and 54% for the third speakers. Thematic analysis revealed a relationship between familiarity and students' attitudes towards Arabic-accented speech, suggesting that greater familiarity with the language and culture leads to more positive attitudes. The study's findings have pedagogical implications for language programs like Flagship and contribute to the field of language attitudes, particularly attitudes towards accented speech in English. It emphasizes the importance of intelligibility of communication over the native-like model, considering English as a Lingua Franca. The study advocates for further research on Arabic-accented speech and suggests a comparative study among Flagship programs across the United States. It also emphasizes the importance of raising awareness of media's role in shaping perceptions and attitudes over time.