Attitudes Towards International English Accents. An Experimental Study in a Swedish Lower Secondary School Setting

Abstract

With the continuing globalisation of the English language, both standard and non-standard accents are increasingly heard in both personal and public communication, shaping perceptions of speakers. The present study examines Swedish secondary school students’ attitudes towards various English accents, including both standard varieties (American, British and Australian) and international non-standard accents. Given that research has shown that student attitudes significantly impact academic performance, this paper applies the theoretical framework of learner perception as an analytical lens, connecting this topic to a pedagogical perspective. Using an experimental verbal guise test and a questionnaire, participants evaluated voice samples representing various English varieties. The findings revealed a preference for the standard accents, with American and Australian speakers perceived as the most intelligent and likable by participants, while Russian, Italian, and Kenyan/Angolan varieties received lower ratings. Furthermore, gender, linguistic background and exposure to various accents appeared to influence bias, with female and multilingual participants, as well as those reporting regular exposure, generally providing higher ratings. Additionally, familiarity and certainty in identifying an accent’s origin were factors that generally promoted positive evaluations. Cultural notions were also significant contributors influencing perceptions towards non-standard accents. Finally, students confident in their own English accents tended to provide higher ratings, compared to their less confident counterparts, which may have implications in a pedagogical context. These findings highlight the importance of positive exposure to linguistic diversity and a need to promote awareness of unconscious linguistic bias. Further research is needed for a deeper understanding of the underlying mechanisms shaping perceptions of accents.