IELTS examiners' kiwi accent and iranian IELTS candidates' identity and speaking performance in New Zealand

Authors

DOI:

https://doi.org/10.29051/el.v8iesp.1.16913

Keywords:

Identity, IELTS examiners' accent, Kiwi accent, Negative cultural intervention

Abstract

This study explores the influence of IELTS examiners' New Zealand accent (aka, Kiwi accent) on the speaking performance of 45 men and women Iranian IELTS candidates within the framework of communication accommodation theory (CAT) from the post-structuralism perspective in which identity is considered to be a dynamic approach. This is a mixed-method explanatory sequential design in which the candidates' speaking scores on a real IELTS test were compared to their scores on a mock test through employing a paired-samples t-test for each group of language proficiency (B2, C1, and C2). A semi-structured interview was also conducted to extract information about participants' feelings when facing the Kiwi examiners. The results revealed that 1) the candidates' self-identification and 2) their level of proficiency indicated how their performance was influenced by the Kiwi examiners' accent. Participants with B2 (band score 5.5-6.5) and C1 (band score 7-8) proficiency, Kiwi accent accentuated the differences of ethnicity and identity. They also attended to L1 cultural issues as a barrier. None of these issues were found in C2 participants (band score 8.5-9). IELTS instructors are to consider the candidates' identity features and cover all the main accents of English native speakers in their preparation programs.

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Author Biography

Maria Shobeiry, University of Tehran (UT), Tehran – Iran

Department of Applied Linguistics. PhD Candidate

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Published

30/03/2022

How to Cite

SHOBEIRY, M. . IELTS examiners’ kiwi accent and iranian IELTS candidates’ identity and speaking performance in New Zealand. Revista EntreLinguas, Araraquara, v. 8, n. esp.1, p. e022003, 2022. DOI: 10.29051/el.v8iesp.1.16913. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/16913. Acesso em: 22 dec. 2024.

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