Publication at Faculty of Education |
2013
Abstract
The contribution focuses on the relationship between norm and context in the applied perspective of the language classroom. Specifically, it deals with the social implications of using different accents in ELT listenings and the potential role of this linguistic practice in the process of shaping the second-language identity.
The elementary premise the study is based on is that the overuse of neutral accents sets the normative framework and consequently determines evaluative practices. In this context the paper attempts to demonstrate that the manner in which standard accent is used creates positive bias towards it..