Research Article
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Intercultural Communicative Competence and Attitudes towards English Accents: Exploring the Nexus among EFL speakers

Year 2023, Volume: 9 Issue: 2, 405 - 424, 23.10.2023
https://doi.org/10.31464/jlere.1336418

Abstract

The purpose of the present study is to explore the interplay between intercultural communicative competence and attitudes toward English accents among L2 English speakers at the tertiary level. Additionally, the study sought to examine the impact of self-rated proficiency and the year of enrollment in the degree program on the results. The participants were freshmen and sophomore students enrolled in the English Translation and Interpreting Department at a Turkish state university. To gather data, the students were asked to complete a survey in which they self-assessed their intercultural communication competence and rated four English accent varieties on a 7-point Likert scale, considering status-related, and solidarity-related characteristics as well as language-focused qualities. The findings indicated that there was no direct relationship between the self-rated intercultural communication competencies and perceptions of different English accents among EFL speakers. These findings held true for when excluding ratings of the American English variety from the analysis, but significant findings emerged, especially in regard to individual speech samples. Furthermore, the self-reported proficiency level of EFL speakers and their status as second-year students in the degree program showed a positive correlation with intercultural communicative competence.

References

  • Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136–143. http://doi.org/10.1093/elt/47.2.136
  • Atay, D., Kurt, G., Çamlıbel, Z., Ersin, P., & Kaslıoğlu, Ö. (2009). The Role of Intercultural Competence in Foreign Language Teaching. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3) , 123-135.
  • Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Variables affecting L2 gains during study abroad: Variables affecting L2 gains during. Foreign Language Annals, 47(3), 464–486. https://doi.org/10.1111/flan.12093
  • Baquiran, C. L. C., & Nicoladis, E. (2020). A doctor’s foreign accent affects perceptions of competence. Health Communication, 35(6), 726–730. https://doi.org/10.1080/10410236.2019.1584779
  • Bektaş-Çetinkaya, Y., & Çelik, S. (2013). Perceptions of Turkish EFL teacher candidates on their level of intercultural competence. In H. Arslan & G. Rata (Eds.), Multicultural education: From theory to practice (pp. 345-362). Cambridge Scholars Press.
  • Biell, G., & Doff, S. (2014). It takes more than two for this tango: Moving beyond the self/other-binary in teaching about culture in the global EFL-classroom. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 19, 77–96.
  • Brown, H. D. (1986). Learning a second culture. In J. M. Valdes (Ed.), Culture bound (pp. 33-48). Cambridge University Press.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://doi.org/10.21832/9781800410251
  • Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319
  • Chao, T.-C. (2014). The development and application of an Intercultural Competence Scale for university EFL learners. English Teaching & Learning, 38(4), pp. 79-124.
  • Deardorff, D. K. (2020). Manual for Developing Intercultural Competences: Story Circles (UNESCO /Routledge). https://unesdoc.unesco.org/ark:/48223/pf0000370336
  • Demircioğlu, Ş., & Cakir, C. (2015). Intercultural competence of English language teachers in International Baccalaureate World Schools in Turkey and abroad. Journal of language and linguistic studies, 11(1), 15-32.
  • Derwing, T. M., Fraser, H., Kang, O., & Thomson, R. (2014). L2 Accent and ethics: Issues that merit attention. In A. Mahboob and L. Barratt (Eds.), Englishes in multilingual contexts (pp. 63-80). Springer. https://doi.org/10.1007/978-94-017-8869-4_5
  • Derwing, T. M., & Munro, J. M. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing.
  • Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245–259. https://doi.org/10.1080/01434630208666468
  • Eberhard, D. M., Simons, G. F., & Fennig, C. D. (Eds.). (2020). Ethnologue: Languages of the world (23rd ed). SIL International.
  • Fang, F., & Yuan, M. (2011). Globalised English in Asia, now and the future – a perspective between English in Singapore and China. In L. J. Zhang, R. Rubdy, & L. Alsagoff (Eds.), Asian Englishes: Changing perspectives in a globalised world (pp. 93–118). Pearson.
  • Fantini, A. E. (2006). Exploring and assessing intercultural competence: Final report. Federation EIL.
  • Fantini, A. E. (2018). Intercultural communicative competence in educational exchange: A multinational perspective. Routledge.
  • Gedik Bal, N., & Savas, P. (2022). Intercultural language teaching and learning: Teachers’ perspectives and practices. Participatory Educational Research, 9(6), 268–285. https://doi.org/10.17275/per.22.139.9.6
  • Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5, 73–84.
  • Godwin-Jones, R. (2013). Integrating intercultural competence into language learning through technology. Language Learning & Technology, 17(2), 1–11.
  • Hammer, K. (2017). Sociocultural integration and second language proficiency following migration. In J.-C. Beacco, H.-J. Krumm, D. Little, & P. Thalgott (Eds.), The linguistic integration of adult migrants: Some lessons from research (pp. 91–96). DeGruyter Mouton.
  • Hayes-Harb, R., Smith, B. L., Bent, T., & Bradlow, A. R. (2008). The interlanguage speech intelligibility benefit for native speakers of Mandarin: Production and perception of English word-final voicing contrasts. Journal of Phonetics, 36(4), 664–679. https://doi.org/10.1016/j.wocn.2008.04.002
  • Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805–817. https://doi.org/10.1016/j.ijintrel.2011.09.001
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua Franca. TESOL Quarterly, 40(1), 157. https://doi.org/10.2307/40264515
  • Kachru, B. B. (1992). The other tongue: English across cultures. University of Illinois Press.
  • Kahng, J. (2023). Exploring individual differences in rating second language speech: Rater’s language aptitude, major, accent familiarity, and attitudes. TESOL Quarterly. https://doi.org/10.1002/tesq.3217
  • Kang, O. (2015). Learners’ perceptions toward pronunciation instruction in three circles of world Englishes. TESOL Journal, 6(1), 59–80. https://doi.org/10.1002/tesj.146
  • Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating U.S. undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681–706. https://doi.org/10.1002/tesq.192
  • Kang, O., & Rubin, D. L. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28(4), 441–456. https://doi.org/10.1177/0261927x09341950
  • Kang, O., & Yaw, K. (2021). Social judgement of L2 accented speech stereotyping and its influential factors. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2021.1931247
  • Kavaklı, N. (2020). The relationship between language and culture, and its implications for EFL teaching. In S. Çelik & E. Solak (Eds.), World Englishes and culture in English as a foreign Language (EFL) education (pp. 88-100). Vizetek.
  • Kazykhankyzy, L., & Alagözlü, N. (2019). Developing and validating a scale to measure Turkish and Kazakhstani ELT pre-service teachers’ intercultural communicative competence. International Journal of Instruction, 12(1), 931–946. https://doi.org/10.29333/iji.2019.12160a
  • Kim, T. (2008). Accentedness, comprehensibility, intelligibility, and interpretability of NNESTs. The CATESOL Journal, 20(1), 7-26.
  • Lee, J. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. ReCALL, 32(1), 47-62. https://doi.org/10.1017/S0958344019000181
  • Li, D. C. S. (2009). Researching non-native speakers’ views toward intelligibility and identity: Bridging the gap between moral high grounds and down-to-earth concerns. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 81–118). Multilingual Matters. https://doi.org/10.21832/9781847691231-008
  • Lindemann, S. (2003). Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States. Journal of Sociolinguistics, 7(3), 348–364. https://doi.org/10.1111/1467-9481.00228
  • Lindemann, S. (2005). Who speaks “broken English”? US undergraduates’ perceptions of non-native English1. International Journal of Applied Linguistics, 15(2), 187–212. https://doi.org/10.1111/j.1473-4192.2005.00087.x
  • Ludwig, A., & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167–198. https://doi.org/10.1075/jslp.3.2.01lud
  • Matsuda, A. (2017). Preparing teachers to teach English as an international language. Multilingual Matters.
  • Munro, M. J. (1998). The effects of noise on the intelligibility of foreign-accented speech. Studies in Second Language Acquisition, 20(2), 139–154. https://doi.org/10.1017/s0272263198002022
  • Nymeyer, K., Dewey, D. P., Eggington, W., & Baker-Smemoe, W. (2022). Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers. International Journal of Applied Linguistics, 32(1), 158–174. https://doi.org/10.1111/ijal.12410
  • Ramjattan, V. A. (2022). The accent work of international teaching assistants. TESOL Quarterly. Online first. https://doi.org/10.1002/tesq.3190
  • Reid, K. T., Trofimovich, P., & O’Brien, M. G. (2019). Social attitudes and speech ratings: Effects of positive and negative bias on multiage listeners’ judgments of second language speech. Studies in Second Language Acquisition, 41(2), 419–442. https://doi.org/10.1017/s0272263118000244
  • Risager, K. (2006). Language and culture: Global flows and local complexity. Multilingual Matters.
  • Saito, K., Tran, M., Suzukida, Y., Sun, H., Magne, V., & Ilkan, M. (2019). How do second language listeners perceive the comprehensibility of foreign-accented speech?: Roles of first language profiles, second language proficiency, age, experience, familiarity, and metacognition. Studies in Second Language Acquisition, 41(5), 1133–1149. doi:10.1017/s0272263119000226
  • Saricoban, A., & Oz, H. (2014). Research into pre-service English teachers’ intercultural communicative competence (ICC) in Turkish context. Anthropologist, 18(2), 523–531. https://doi.org/10.1080/09720073.2014.11891570
  • Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
  • Tavakoli, H. (2013). A dictionary of research methodology and statistics in applied linguistics. Rahnama.
  • Timmis, I. (2002). Native-speaker norms and International English: a classroom view. ELT Journal, 56(3), 240–249. https://doi.org/10.1093/elt/56.3.240
  • Tsang, A. (2020). Why English accents and pronunciation ‘still’ matter for teachers nowadays: a mixed-methods study on learners’ perceptions. Journal of Multilingual and Multicultural Development, 41(2), 140–156. https://doi.org/10.1080/01434632.2019.1600528
  • Van Houten, J. B., & Shelton, K. (2018). Leading with culture. The Language Educator, 13(1), 34–39.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Weinberger, S. (2015). Speech Accent Archive. George Mason University. https://accent.gmu.edu/
  • Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231–252. https://doi.org/10.1177/0265532212456968
Year 2023, Volume: 9 Issue: 2, 405 - 424, 23.10.2023
https://doi.org/10.31464/jlere.1336418

Abstract

References

  • Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136–143. http://doi.org/10.1093/elt/47.2.136
  • Atay, D., Kurt, G., Çamlıbel, Z., Ersin, P., & Kaslıoğlu, Ö. (2009). The Role of Intercultural Competence in Foreign Language Teaching. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(3) , 123-135.
  • Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Variables affecting L2 gains during study abroad: Variables affecting L2 gains during. Foreign Language Annals, 47(3), 464–486. https://doi.org/10.1111/flan.12093
  • Baquiran, C. L. C., & Nicoladis, E. (2020). A doctor’s foreign accent affects perceptions of competence. Health Communication, 35(6), 726–730. https://doi.org/10.1080/10410236.2019.1584779
  • Bektaş-Çetinkaya, Y., & Çelik, S. (2013). Perceptions of Turkish EFL teacher candidates on their level of intercultural competence. In H. Arslan & G. Rata (Eds.), Multicultural education: From theory to practice (pp. 345-362). Cambridge Scholars Press.
  • Biell, G., & Doff, S. (2014). It takes more than two for this tango: Moving beyond the self/other-binary in teaching about culture in the global EFL-classroom. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 19, 77–96.
  • Brown, H. D. (1986). Learning a second culture. In J. M. Valdes (Ed.), Culture bound (pp. 33-48). Cambridge University Press.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://doi.org/10.21832/9781800410251
  • Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319
  • Chao, T.-C. (2014). The development and application of an Intercultural Competence Scale for university EFL learners. English Teaching & Learning, 38(4), pp. 79-124.
  • Deardorff, D. K. (2020). Manual for Developing Intercultural Competences: Story Circles (UNESCO /Routledge). https://unesdoc.unesco.org/ark:/48223/pf0000370336
  • Demircioğlu, Ş., & Cakir, C. (2015). Intercultural competence of English language teachers in International Baccalaureate World Schools in Turkey and abroad. Journal of language and linguistic studies, 11(1), 15-32.
  • Derwing, T. M., Fraser, H., Kang, O., & Thomson, R. (2014). L2 Accent and ethics: Issues that merit attention. In A. Mahboob and L. Barratt (Eds.), Englishes in multilingual contexts (pp. 63-80). Springer. https://doi.org/10.1007/978-94-017-8869-4_5
  • Derwing, T. M., & Munro, J. M. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing.
  • Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245–259. https://doi.org/10.1080/01434630208666468
  • Eberhard, D. M., Simons, G. F., & Fennig, C. D. (Eds.). (2020). Ethnologue: Languages of the world (23rd ed). SIL International.
  • Fang, F., & Yuan, M. (2011). Globalised English in Asia, now and the future – a perspective between English in Singapore and China. In L. J. Zhang, R. Rubdy, & L. Alsagoff (Eds.), Asian Englishes: Changing perspectives in a globalised world (pp. 93–118). Pearson.
  • Fantini, A. E. (2006). Exploring and assessing intercultural competence: Final report. Federation EIL.
  • Fantini, A. E. (2018). Intercultural communicative competence in educational exchange: A multinational perspective. Routledge.
  • Gedik Bal, N., & Savas, P. (2022). Intercultural language teaching and learning: Teachers’ perspectives and practices. Participatory Educational Research, 9(6), 268–285. https://doi.org/10.17275/per.22.139.9.6
  • Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5, 73–84.
  • Godwin-Jones, R. (2013). Integrating intercultural competence into language learning through technology. Language Learning & Technology, 17(2), 1–11.
  • Hammer, K. (2017). Sociocultural integration and second language proficiency following migration. In J.-C. Beacco, H.-J. Krumm, D. Little, & P. Thalgott (Eds.), The linguistic integration of adult migrants: Some lessons from research (pp. 91–96). DeGruyter Mouton.
  • Hayes-Harb, R., Smith, B. L., Bent, T., & Bradlow, A. R. (2008). The interlanguage speech intelligibility benefit for native speakers of Mandarin: Production and perception of English word-final voicing contrasts. Journal of Phonetics, 36(4), 664–679. https://doi.org/10.1016/j.wocn.2008.04.002
  • Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805–817. https://doi.org/10.1016/j.ijintrel.2011.09.001
  • Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua Franca. TESOL Quarterly, 40(1), 157. https://doi.org/10.2307/40264515
  • Kachru, B. B. (1992). The other tongue: English across cultures. University of Illinois Press.
  • Kahng, J. (2023). Exploring individual differences in rating second language speech: Rater’s language aptitude, major, accent familiarity, and attitudes. TESOL Quarterly. https://doi.org/10.1002/tesq.3217
  • Kang, O. (2015). Learners’ perceptions toward pronunciation instruction in three circles of world Englishes. TESOL Journal, 6(1), 59–80. https://doi.org/10.1002/tesj.146
  • Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating U.S. undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681–706. https://doi.org/10.1002/tesq.192
  • Kang, O., & Rubin, D. L. (2009). Reverse linguistic stereotyping: Measuring the effect of listener expectations on speech evaluation. Journal of Language and Social Psychology, 28(4), 441–456. https://doi.org/10.1177/0261927x09341950
  • Kang, O., & Yaw, K. (2021). Social judgement of L2 accented speech stereotyping and its influential factors. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2021.1931247
  • Kavaklı, N. (2020). The relationship between language and culture, and its implications for EFL teaching. In S. Çelik & E. Solak (Eds.), World Englishes and culture in English as a foreign Language (EFL) education (pp. 88-100). Vizetek.
  • Kazykhankyzy, L., & Alagözlü, N. (2019). Developing and validating a scale to measure Turkish and Kazakhstani ELT pre-service teachers’ intercultural communicative competence. International Journal of Instruction, 12(1), 931–946. https://doi.org/10.29333/iji.2019.12160a
  • Kim, T. (2008). Accentedness, comprehensibility, intelligibility, and interpretability of NNESTs. The CATESOL Journal, 20(1), 7-26.
  • Lee, J. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. ReCALL, 32(1), 47-62. https://doi.org/10.1017/S0958344019000181
  • Li, D. C. S. (2009). Researching non-native speakers’ views toward intelligibility and identity: Bridging the gap between moral high grounds and down-to-earth concerns. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 81–118). Multilingual Matters. https://doi.org/10.21832/9781847691231-008
  • Lindemann, S. (2003). Koreans, Chinese or Indians? Attitudes and ideologies about non-native English speakers in the United States. Journal of Sociolinguistics, 7(3), 348–364. https://doi.org/10.1111/1467-9481.00228
  • Lindemann, S. (2005). Who speaks “broken English”? US undergraduates’ perceptions of non-native English1. International Journal of Applied Linguistics, 15(2), 187–212. https://doi.org/10.1111/j.1473-4192.2005.00087.x
  • Ludwig, A., & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167–198. https://doi.org/10.1075/jslp.3.2.01lud
  • Matsuda, A. (2017). Preparing teachers to teach English as an international language. Multilingual Matters.
  • Munro, M. J. (1998). The effects of noise on the intelligibility of foreign-accented speech. Studies in Second Language Acquisition, 20(2), 139–154. https://doi.org/10.1017/s0272263198002022
  • Nymeyer, K., Dewey, D. P., Eggington, W., & Baker-Smemoe, W. (2022). Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers. International Journal of Applied Linguistics, 32(1), 158–174. https://doi.org/10.1111/ijal.12410
  • Ramjattan, V. A. (2022). The accent work of international teaching assistants. TESOL Quarterly. Online first. https://doi.org/10.1002/tesq.3190
  • Reid, K. T., Trofimovich, P., & O’Brien, M. G. (2019). Social attitudes and speech ratings: Effects of positive and negative bias on multiage listeners’ judgments of second language speech. Studies in Second Language Acquisition, 41(2), 419–442. https://doi.org/10.1017/s0272263118000244
  • Risager, K. (2006). Language and culture: Global flows and local complexity. Multilingual Matters.
  • Saito, K., Tran, M., Suzukida, Y., Sun, H., Magne, V., & Ilkan, M. (2019). How do second language listeners perceive the comprehensibility of foreign-accented speech?: Roles of first language profiles, second language proficiency, age, experience, familiarity, and metacognition. Studies in Second Language Acquisition, 41(5), 1133–1149. doi:10.1017/s0272263119000226
  • Saricoban, A., & Oz, H. (2014). Research into pre-service English teachers’ intercultural communicative competence (ICC) in Turkish context. Anthropologist, 18(2), 523–531. https://doi.org/10.1080/09720073.2014.11891570
  • Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
  • Tavakoli, H. (2013). A dictionary of research methodology and statistics in applied linguistics. Rahnama.
  • Timmis, I. (2002). Native-speaker norms and International English: a classroom view. ELT Journal, 56(3), 240–249. https://doi.org/10.1093/elt/56.3.240
  • Tsang, A. (2020). Why English accents and pronunciation ‘still’ matter for teachers nowadays: a mixed-methods study on learners’ perceptions. Journal of Multilingual and Multicultural Development, 41(2), 140–156. https://doi.org/10.1080/01434632.2019.1600528
  • Van Houten, J. B., & Shelton, K. (2018). Leading with culture. The Language Educator, 13(1), 34–39.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Weinberger, S. (2015). Speech Accent Archive. George Mason University. https://accent.gmu.edu/
  • Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231–252. https://doi.org/10.1177/0265532212456968
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Details

Primary Language English
Subjects English As A Second Language, Applied Linguistics and Educational Linguistics
Journal Section Research Articles
Authors

Burcu Gokgoz-kurt 0000-0001-7169-2890

Early Pub Date October 21, 2023
Publication Date October 23, 2023
Submission Date August 2, 2023
Published in Issue Year 2023 Volume: 9 Issue: 2

Cite

APA Gokgoz-kurt, B. (2023). Intercultural Communicative Competence and Attitudes towards English Accents: Exploring the Nexus among EFL speakers. Journal of Language Education and Research, 9(2), 405-424. https://doi.org/10.31464/jlere.1336418

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