Understanding accents and their role in language learning

Charlotte Guest
A woman on her phone smiling outdoors in a city
Reading time: 4 minutes

Accents are a fascinating aspect of language that can reveal a lot about a person's background and experiences. For language learners, accents often become a central focus, sometimes to the detriment of more important language skills. In this post, we’ll explore what accents are, why people have them, and why intelligibility is more important than mastering an accent.

Ways to improve your language intelligibility
Play
Privacy and cookies

By watching, you agree ɫèAV can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

What are accents?

An accent is a distinctive way of pronouncing words that is characteristic of a particular region, social group, or native language. It involves variations in phonetics, intonation and rhythm. For example, a person from London might speak English with a different accent compared to someone from Edinburgh.

Accents are natural and inevitable; everyone has one. They are influenced by various factors, including geography, culture and exposure to other languages. When you learn a new language, your native language influences your pronunciation.

Depending on your accent, you may pronounce some sounds in certain ways that aren't reflected in another language, or perhaps certain sounds or words don't even exist in your first language. For example in Japanese, there is no /L/ sound, so a native Japanese speaker might struggle to pronounce the word "love" with an accurate /L/ sound.

Another example is . They often use clicks in their language, which is not found in many other languages, making it difficult for non-native speakers to imitate and learn. For anyone who has to make a sound they aren't used to, it can be initially difficult as the mouth has to move in a way unfamiliar to the speaker.

There is even a discussion on whether physical aspects affect accent, such as the shape of your teeth, tongue and oral posture (the way your teeth rest together and tongue sits in your mouth). There are also many other physical factors that are under debate on whether they impact voice/accent.

Why do people have accents?

People have accents for several reasons:

  1. Geographical influence: The region where a person grows up significantly affects their accent. Even within the same country, accents can vary widely from one city or town to another.
  2. Cultural factors: Cultural background plays a role in shaping how people speak. For instance, social norms and traditions can influence speech patterns and pronunciations.
  3. Native language impact: Your first language has a profound impact on how you pronounce sounds in a new language. Certain sounds may not exist in your native language, making them harder to replicate accurately in another.
  4. Exposure and practice: The amount of exposure and practice you have with a new language can affect your accent. Regular interaction with fluent speakers can help you adopt more native-like pronunciations. If you spend a lot of time around foreign media you may start picking up accents from there.

Have you ever spoken to someone and you feel like they're mimicking your accent? or that you're subconsciously mimicking theirs? This can be due to the ', when a person adopts and mimics things such as gestures or voice of the person they are in conversation with. This is seen as a subconscious way to build rapport and connection with others.

Why do accents matter?

Accents matter because they are a core part of our identity and how we relate to the world. For language learners, accents can be a source of pride or frustration.

However, it’s essential to understand that having a foreign accent is perfectly normal and not a barrier to effective communication. In fact, accents add diversity and richness to language and should be embraced.

Why intelligibility is more important than mastering an accent

In the context of language learning, intelligibility—being understood by others—should be your primary goal rather than eliminating or changing your accent. Here’s why:

  1. Effective communication: The main aim of learning a new language is to communicate effectively. If others can understand you clearly, your accent becomes less important.
  2. Reduced pressure: Focusing on intelligibility rather than perfecting an accent reduces stress and makes the learning process more enjoyable. You can concentrate on expanding your vocabulary and improving grammar instead.
  3. Cultural acceptance: Many native speakers are accustomed to hearing various accents and can understand them without difficulty. They appreciate the effort you put into learning their language, regardless of your accent.
  4. Retaining your identity: Trying to eliminate your accent may mean losing part of your cultural identity. Embracing your accent shows others that you are proud of where you come from and can open the door to meaningful conversations about culture and diversity.
  5. Practical progress: Concentrating on intelligibility allows you to make practical progress in real-world situations, such as ordering food, asking for directions, or participating in conversations.

Tips for improving intelligibility

  • Listen and mimic: Spend time listening to fluent speakers and try to mimic their intonation and rhythm.
  • Practice pronunciation: Focus on pronouncing key sounds correctly.
  • Record yourself: Recording your speech and comparing it to fluent speakers can help you identify areas for improvement.
  • Seek Feedback: Don’t hesitate to ask fluent speakers for feedback on your pronunciation and clarity. It's the best way to determine your intelligibility.

Be proud of your accent

Accents are a natural part of language and identity. While they can influence how we are perceived, they should not be a major concern for language learners. Instead, focus on being understood and enjoying the process of learning a new language. Remember, an accent is not a flaw; it’s your blueprint.

Read out blog posts 'What does it mean to be fluent in English?' and 'Understanding dialects in the English language'

More blogs from ɫèAV

  • A teacher sat at a table with students helping them work

    GSE Teacher Toolkit: Teaching mixed ability classes

    By Sara Davila
    Reading time: 4 minutes

    One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the to improve mixed ability teaching? Let’s find out.

    How to teach mixed-ability classes

    Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels ofstudents.*This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied anddifferent.

    In order to differentiate instruction and support students with different needs, teachers can change:

    • the content being taught
    • the process used to teach
    • the product students create
    • the environment where learning takes place

    Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is greatas a way tosupport learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.

    Content vs process

    Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you’re not creating lots of new content, you’ve got more time to consider how to teach new language to your students and how they can show what they’ve learned.The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching.

    This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let’stake a look.

  • A woman with a backpack stood in a airport looking at one of the many boards

    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

  • A teacher sat with students reading

    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

    1. STEAM requires a lot of time

    STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

    But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.

    Here are some easy, low-preparation challenges your classes can take part in:

    10-minute STEAM challenges:

    • Winter unit: How tall can you build a snowman using paper cups?
    • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.
    • Bug project: Can you create a symmetrical butterfly?

    2. You need fancy materials to do STEAM

    The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.

    However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

    Here is a low-tech activity you can try:

    Combine engineering, art and math using cardboard and a pair of scissors

    This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

    3. STEAM is targeted to older learners

    Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO® bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry.

    Check out this simple STEAM experiment to learn about plants and their needs.

    How do plants eat and drink?

    Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.

    After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.