%0 Journal Article
%T The Accented EFL Teacher: Classroom Implications
%A Arboleda Arboleda Argemiro
%A Castro Garc¨¦s ¨¢ngela Yicely
%J Profile Issues in Teachers` Professional Development
%D 2012
%I Universidad Nacional de Colombia
%X This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight foreign students. The findings show that although both teachers and students recognize the importance of having a native or native-like accent, they do not see this as the most relevant qualification to teach a language, nor the sole criterion positively affecting learning. En este art¨ªculo se reportan los resultados de un estudio acerca de la importancia que tiene, para profesores no nativos y estudiantes de ingl¨¦s como lengua extranjera, poseer un acento extranjero en un contexto universitario. Se presentan las percepciones de profesores y estudiantes sobre los aspectos m¨¢s relevantes en los procesos de ense anza-aprendizaje. La informaci¨®n se recogi¨® mediante un cuestionario aplicado a treinta y dos participantes: ocho profesores colombianos, ocho profesores extranjeros, ocho estudiantes colombianos y ocho estudiantes extranjeros. Los resultados muestran que aunque todos reconocen la importancia de un acento nativo o casi nativo, no lo perciben como el aspecto m¨¢s relevante para ense ar una lengua ni como el ¨²nico criterio que incide positivamente en el aprendizaje.
%K Accent
%K EFL
%K native
%K non-native
%K pronunciation.
%U http://www.revistas.unal.edu.co/index.php/profile/article/view/34052