Sok ember miért ejti rosszul az angol szavakat? Miért nem lehet normálisan megtanulnia beszédet?

"Meg lehet akcentus nélküli is beszélni agyoniskolázottak."

- És minek, ha anyanyelvűek is ezernyi módon ejthetik ugyanazt (vagyis erősen kérdőjeles, mi is pontsoan az "akcentus nélküli beszéd"), és ha megérteti magát az ember egyébként is?

Persze fontos, de messze nem ez a legfontosabb. Csak már pszicholingvisztikusok is kimutatták, hogy alapvetően intelligensebbnek tartják, akinek a kiejtése közelebb van az anyanyelvihez, még ha nincs is mögötte több tudás.

"még ha nincs is mögötte több tudás"

Milyen értelemben nincs, ha van?

"Milyen értelemben nincs, ha van?"

- Nyelvtan, szókincs.

Hogy alátámasszam állításomat a kiejtés iránti áhítattal kapcsolatban, egy tanulmányból idéznék (NS = Native-Speaker, NNS = Non-Native speaker):

"Kachru (1981) argued that negative attitudes towards foreign accented English by NSs may not be due to language factors but to stereotyped mental systems, and Trifonovitch (1981) further explained that many competent NNSs identify themselves with NSs rather than with other NNSs, adopting a rather strict and derogatory attitude towards fellow NNSs. The power of stereotypes was observed in many other studies, like Delamere (1996), who studied attitudes by American NSs toward different non-native varieties through the use of the matched-guise technique, which involved a two-time reading of the same text by the same person with the only difference that one of the readings had some grammatical errors. It was observed that grammar errors affected evaluations of readers in different ways depending on their accent, either French, Malay, Farsi, Arabic or Spanish. Llurda (2000) also illustrated the power of accent stereotypes on personality evaluations, and Lippi-Green (1997) provided a thorough discussion of accent discrimination and attitudes related to different English accents.

In their study involving Austrian students of English, Dalton-Puffer et al. (1997) found that students showed a preference for native varieties over their own accented variety. They explained these results by means of the constant encouragement on learners to imitate native norms.

Additionally, participants with extended periods abroad appeared to be more willing to interact with accented speakers, thus suggesting a detachment of the native variety bias associated to increased contact with the native variety and increased competence in the language. The same results were found in a more recent study involving Catalan teachers of English (Llurda, 2008)."

"On a more anecdotal level, I have heard some NNESTs praising other non-native speakers whose English accent sounded very close to native. When asking those teachers why sounding ‘native’ was such a good thing, provided those speakers would never become British citizens with a

British identity, they often answered using expressions such as how ‘beautiful’ or how ‘better’ a British accent is. Sifakis and Sougari (2005) point in the same direction, as Greek teachers in their study identified NSs as ‘the rightful owners of English’ (Sifakis & Sougari, 2005: 481). Besides, they also found that primary education teachers were more prone on giving

feedback on pronunciation than secondary teachers, a pattern that is very coherent with primary teachers’ stronger dependency on native speaker norms found in Llurda and Huguet (2003)."

A tanulmány többi része foglalkozik

"Meg lehet akcentus nélküli is beszélni agyoniskolázottak."

Dehogy lehet te nyomorék, 15 éve élek Angliában kiváló nyelvérzékkel, de még így is érzik, hogy nem vagyok egy real inglishman.

Másik példa: drága nagypapám 34 éve él Ausztriában, de még így is tudják az osztrákok, hogy ő nem ausztriai származású.

Szóval kuss, akcentusod mindig van, és mindig is lesz.:D