NATIVE TO NON-NATIVE ENGLISH SPEAKERS 1

Native to Non-native English Speakers:

Speech Adaptation within the Fargo-Moorhead Community

Jade Sandbulte
Kigenyi Kalema
Pei-Yun Liu
Kyle Markwardt





North Dakota State University
Department of English
English 453/653 Social & Regional Varieties of English
Advisor: Dr. Bruce Maylath
May 6, 2013



NATIVE TO NON-NATIVE ENGLISH SPEAKERS 2
Abstract
Due to increasing diversity within the Fargo-Moorhead area, it is important to review
how speakers are adapting their language and how effective the communication is being received
by both parties involved in a conversation. This study holds a lot of significance for those who
would like to study English as a second language or possibly teach. We hypothesized that a
native English speaker (NES) would adapt his or her language in regards to speed, word choice,
and intonation when speaking with a non-native speaker (NNS). We conducted research in
conversational settings on the North Dakota State Universitys campus. These settings allowed
us to record and analyze conversations between NES tutors and NNS students. We also were
able to record conversation between NESs and NNSs in an informal conversational setting. We
listened carefully to the recordings and noted unusual uses of word choice, intonation, and speed
among the NESs, while also listening for more features that were heard in the conversations. We
found that NESs spoke slower and emphasized words differently in their conversations with
NNSs. Although vocabulary did not seem to change, other speech adaptations such as re-
phrasing questions, turn-taking, articulation, and feedback were used in the conversations. NESs
should try to be more aware of their vocabulary and control their pitch and repetition when
speaking to NNSs, as it may be more effective if these features were used differently.


NATIVE TO NON-NATIVE ENGLISH SPEAKERS 3
Introduction
For our research project, our team decided to observe the speaking strategies and
adaptations that native English speakers (NESs) use with non-native speakers (NNSs). Under
normal circumstances, most people often adapt their speaking patterns to fit the individual they
are speaking with. The purpose of this study, conducted, in spring of 2013, was to determine if
significant changes in English speaking patterns could be observed in multiple instances, in
various situations, with NNSs. We believe the results of this study will benefit not only those
teaching English as a foreign language but those learning a new language as well as those who
attach importance to comprehensible communication.
Several teachers and institutions have provided suggestions for NESs when speaking with
NNSs. The writing center at the University of Northern Carolina suggests stressing and
emphasizing key words that are important for NNSs to understand (Tips on Teaching, n.d.).
When listening to a NNS, the writing center staff suggests providing positive encouragement and
asking clarifying questions. If the NNSs response was ungrammatical, rephrasing the sentence
might also be useful.
One controversial issue when speaking with NNSs is whether or not you should slow
down your speech. The writing center at Colorado State University suggests slowing down to
the point where its easy for a NNS to understand you, and then gradually increase your speed as
the NNS improves his or her fluency (Getting Started, n.d.). However, the UNC writing center
warns that NESs tend to speak excessively slow and loud with NNSs, which can be off-putting to
the NNSs (Tips on Teaching, n.d.). Similarly, Lewis (n.d.) on the ESL Base website argues
that slowing down speech leads to unrealistic expectations on the part of the non-native speaker.
Since NNSs need to get accustomed to the speed and rhythm of everyday spoken English,
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 4
slowing down may not be helpful. Perhaps the best solution for NESs is to accommodate their
speed on a case-by-case basis, paying special attention to cues from the NNS that the speech may
be too fast.
Regardless of its effectiveness, slowing down seems to be a common technique used by
NESs. However, many NESs do not remember to adapt their vocabulary and grammar
appropriately (Getting Started, n.d.). Larry Lynch (n.d.) points out on the ESL Base website
that if 10 out of every 100 words spoken by an individual contains vocabulary that a NNS is
unfamiliar with, then the speech is incomprehensible. Therefore, when speaking with a NNS,
NESs should be conscious of the words they are using and try to anticipate any vocabulary that
may not be understood. Similarly, NESs should also be aware of the idioms that they use in their
speech and make sure to explain the idioms and slang to the NNSs (Tips on Teaching, n.d.).
We believe research on native to non-native interactions is of great value to those who
live in the Fargo-Moorhead area. Due to the increase in foreign residents, primarily surrounding
the Fargo-Moorhead college campuses, being aware of English speaking adaptations, conscious
and subconscious, can be beneficial in creating comprehensible dialogue with these residents.
Proper awareness and understanding are a few of the goals this research hopes to create.
Hypothesis
Before beginning our study, we hypothesized that NESs would use several strategies to
adapt their language when speaking with NNSs. Specifically, we identified three strategies that
we thought NESs would use: change their vocabulary, slow the speed of their speech, and use
clear intonation throughout their sentences. Our goal in the study was to determine if these
changes actually occurred in the speech of NESs and if they used other strategies as well.

NATIVE TO NON-NATIVE ENGLISH SPEAKERS 5
Methods
Research Sites
Our study involved analyzing recordings of NESs and NNSs. We selected two different
sites to obtain our recording. The first site was the Center for Writers at the NDSU library. The
Center for Writers offers free, one-on-one tutoring to all members of the NDSU community.
The Center for Writers encourages undergraduate and graduate students, faculty, and staff to
visit and discuss their writing. Since many NNSs are concerned about the grammar in their
papers, it is common for them to seek writing consultations at the Center for Writers. The
second site, CEC (Conversational English Circles), is an activity between NESs and NNSs
sponsored by the NDSU English Club. On a weekly basis, members of the English Club invite
international students to participate in informal conversation, with a guiding purpose of finding
out more about each others culture. At CEC, a student or group of students gives a presentation
to the entire room. After each presentation, CEC participants discuss the information at separate
tables that include a mix of NESs and NNSs.
Participants
At the Center for Writers, we recorded consultations performed by two NES writing
consultants. For each consultant, we recorded one consultation with a NES and two
consultations with NNSs. All participants were ignorant to the purpose of the study.
At CEC, each table had 4-8 participants, which involved a mixture of NESs and NNSs.
We recorded conversations at 6 different tables. The researchers in this study were among the
participants at the different table. Therefore, some participants were aware of the purpose of the
study, but some were not.

NATIVE TO NON-NATIVE ENGLISH SPEAKERS 6
Procedure
At the Center for Writers, we asked individual writing consultants to record their
conversations with the NES and NNS students. During each recording, the consultant would ask
the clients for permission to record their conversation. If the client agreed to do the recording, the
tutor would record the conversation through an Apple laptop.
At CEC, we decided to have all the members of our research group attend the meetings
and record the conversations with their iPhones. First, we divided our team members to each
table which consisted of, on average, around seven people. We made an effort to even the
number of NNSs and NESs at each table. Then, we provided everyone with consent forms,
asking them for their permission to record their conversations. If they agreed to proceed, we then
used the already installed application Voice Memos on the iPhone to record the conversation.
We would leave the iPhones in the middle of the table and record the conversations.
Since our project is focusing on how NESs adapted and changed their conversations with
NNSs, we only focused on the speech of the NESs during the CEC meetings and the CFW
tutoring sessions. We split the recordings among the different research members and analyzed
them individually. We paid special attention to the speed, word choice, and intonation of the
NESs, and we noted any other recurring speech acts that seemed pertinent. The research
members who listened to the Center for Writers recordings also compared the recordings with
the NNS clients and the recordings with the NES clients to see how the consultants language
changed. Our group members posted their analysis on a secure forum on BlackBoard. After our
individual analysis of the conversations, we discussed our results as a group and determined that
we had very similar findings. We also played excerpts from our recordings to each other to
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 7
confirm that our findings were accurate. These techniques were necessary to ensure the
reliability of our analyses (Creswell 2009).
Before discussing the results, we feel it is necessary to describe our research teams
background, as this may impact our interpretation of results. Of our four research members, one
is an international student from Taiwan, one is a first-generation African American citizen who
has taught English in Japan, one is an American citizen who has worked with NNSs for several
years as a writing consultant and CEC member, and one is an American citizen who grew up in
North Dakota and had limited exposure to NNSs prior to college. We feel that our variety of
backgrounds gives us enough different perspectives to make up for any one members biases.
Furthermore, we have provided multiple transcriptions from the recordings in our results section,
which can demonstrate the validity of our results (Creswell 2009).

Results
Speed
In our research, one area within feature of speech that undertakes noticeable changes is
speed. Within the context of NESs with NNSs, changes in speed are more often than not
deliberate. This was expected prior to making the recordings; however, the changes that occurred
alongside speed were not. For example, slang, as well as awkward laughing, was not used in
situations in which both speakers were NESs. In almost every situation the NESs change the
speed at which they talk when confronted with someone they feel to be a NNS. They either speak
slowly or at a normal speed, and this speed is consistent throughout the conversation. However,
when the speakers conducting the conversation are NESs, the speeds at which both participants
talk fluctuates throughout the conversation.
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 8
In native and non-native conversational situations, the pace of the conversation is almost
always chosen by either the NES or the NNS. Pronunciation of words also played a huge role in
the speed at which NESs spoke with NNSs. For example, Ambiguous, Globalization, and
Complicated were words said at a slower pace than the rest of the sentence (we discuss this
phenomenon further in the intonation section later in this paper). This phenomenon is not
reflected in native to native conversations.
In one of our recordings at the Center for Writers, the speakers are discussing Turkish
holidays and the speed is notably slow from the start, in comparison to another recording with
the same consultant. The excerpt below shows one example when the writing consultant was
speaking with a NNS:
NES: Sooo.. tell me about some traditions from Turkey that you miss.
NNS: [pause] Let me thinkI dont know
NES: Maybe...
NNS: Maybe, maybe what?
NES: Maybe... like.WhatWhatdo you and your familywhat do you do for
holidays?
[later in the conversation]
NES: So... You do that... do yoooou... do you guys celebrate Ylba?
NES: New years?
In this instance the amount of pauses on the side of the native speaker significantly slows
the speed of the conversation. The first section of dialogue by itself was approximately 25
seconds. The NNS is not affected by this and continues at the speed he has had since the
beginning of the conversation. The NES feels compelled to slow her speed regardless of the
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 9
NNSs ability to understand her, and this affects what is discussed between the two and how it is
done.
In a similar situation when two NESs are talking, the manner in which they fly from
subject to subject is very quick. For example:
NES1: What major are you?
NES2: Social work
NES1: Okay, I didnt know that NDSU had that
NES2: Yeaaaah, its kind of a uhmm, like, split between the Minot state, so I take my
classes here, and theres a teacher that comes from like Minot state and they just teach on
campus here so its [like a duel degree thing. Yeaah
NES1: [Oh okay, thats kind of cool
NES2: Yeaah, it is! They have that with teachingtoo, from like [valley city.
NES1: [Yeah, Like I knew about ,
I knew about that one.
NES2: - So yeaaah its kind of the [same thing. yeah
NES1: [Okay
NES2: Its kind of the same thing so yeaah.
NES1: Makes sense
In this example, the time it takes the two native speakers to get through this amount of
information takes almost the same amount of time,25.6 seconds, as the native and non-native;
however, the two cover a significantly larger amount of information. In fact the two are actually
talking on top of one another, making it evident that they mutually understand each other. There
are very few pauses and a real desire to move on to the next subject as soon as possible. Also,
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 10
colloquial English is used and in most cases tends to speed up the conversation. This could
indicate that speed, indirectly or directly, affects a NESs comfort with the listener. For example,
when scolding someone, it is common for the person speaking to talk quickly (blowing steam)
whereas when the speaker is a teacher, he or she speaks more slowly and clearly because the
levels of understanding the students hold is unclear.
Vocabulary
When we listened to the vocabulary of the recordings, there were no clear indications that
the NES were changing their vocabulary. Repeating and rephrasing questions were common
(which is discussed later in our results), but the level of vocabulary remained the same. For
example, consider the following question(s):
NES1: How about like music? Do they teach music in all your schools? America they
do, but in Korea do they? Do you have to take music, or is it an option to take music?
As you can see, the NES found several ways to rephrase the question, but none of them altered
the vocabulary being used.
When comparing the vocabulary used by the writing consultants who were speaking with
NES and NNS clients, it was found that the consultants actually tended to use more complex
vocabulary with the NNS. For example, one of the writing consultants used the terms
idiomatic, suffice, and colloquial multiple times in consultations with the NNSs but not
with the NES. This could reflect the consultants belief that NNSs are more familiar with
grammar terms, but words such as idiomatic probably do not fit into the category of common
grammar terms taught to NNSs.


NATIVE TO NON-NATIVE ENGLISH SPEAKERS 11
Stress/Pitch variation
Although our group had predicted changes in intonation, we were surprised by the way
NESs overemphasized certain words and syllables through changing stress and pitch in the
sentence. A common example was stressing certain syllables by speaking them noticeably
louder than the rest of the sentence. Below is an excerpt from one of the writing center
consultations in which capital letters indicate a sharp increase in volume (all non-stressed
syllables are put in lowercase):
well it IS kenneth yoka that is doing the the impressing but its not ACtive like its not
kenneth yamoka ACtively impressing you its its the WHAT thats impressing you its
the THING aBOUT kenneth its the characterIStic so the word WHAT is representing the
characteristics of determination and means and THERE whats impressing you not
kenneth yamoka thats why i rearranged the structure
Another way in which words and syllables were emphasized was through varying the
pitch. In particular, a rising intonation was recorded among many of the NESs even when no
questions were being asked. The excerpt below shows one story that was told by a NES with ^
indicating a noticeable rise in pitch:
This wasnt really in school, but Im in Im in the army^ the national guard^ and
at basic training we had a drill sergeant that he threw a padlock^ he was mad and
he threw a padlock^ that you lock your locker with^ he threw it and he hit hit a
guy in the ankle^ and he got a crack on his ankle, like a facture^ and he got
kicked out of the military for it.
Interestingly, after several other NESs made exclamations, this speakers voice became quieter,
his tone lowered, and no more rising intonations were observed. This could indicate that he had
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 12
switched his audience to the NESs who had responded to the story, and thus he stopped using
rising inflections.
There were also many instances in which the researchers agreed that the speakers were
using more varied pitch to make their speech sound animated than would be normal in
conversation, although these are hard to demonstrate via text. One example is shown below:
NES1: Guess how many students were in my class?
NNS1: In my class?
NES1: No, in my class. Guess.
NNS1: Oh. Thirty?
NES1: Less. So, smaller than thirty. You guess.
NNS2: Twenty?
NES1: More than twenty.
NNS3: Twenty-four.
NES1: Veeery close, but not quite. Almost.
In this conversation, the NES strongly emphasized each use of the term guess to show that it
was a command. His statement More than twenty was spoken in a much higher pitch to
indicate that the NNSs were close to the answer. The eee in very is meant to indicate that
the NES stretched the word out. Other recordings showed similar results, such as when a NES
would say Oooh by varying their pitch multiple timesmore than would usually be expected.
This was also noted when NESs would repeat NNSs statements by adding more pitches to the
statement, such as in the following example:
NES: What about sports?
NNS: Sports? No.
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 13
NES: No sports?
NNS: Actually, in South Korea, many students just study.
NES: Many just study?
NNS: To get in the university.
NES: To get in the university, okay.
In this sample, the NES emphasized No sports? to show his incredulity, and then used a strong
upward inflection in Many just study? even though he was clearly repeating the statement and
not asking for clarification. The final repetition was more neutral and did not show any strong
emphasis.
Articulation
Along with emphasizing the intonation of the speech, NES often carefully articulated
their words when speaking with NNS. This was particularly noticeable in words with double
consonants that would normally go through consonant cluster reduction in vernacular speech.
For example, when speaking about sandbagging during a CEC meeting, a consultant put a clear
pause between sand and bag so that his pronunciation came across as [snd bg] rather than
[sn bg]. Similarly, one of the writing consultants consistently pronounced consonant clusters
at the end of words that might normally be pronounced with a glottal stop, such as meant and
suggest. However, there are also examples of NESs reducing consonant clusters in their
speech. For example, the consultant mentioned above also consistently pronounced twenty as
[tw ni] in consultations with native and non-native speakers.
Feedback
One recurring feature in the NESs speech was the use of repetition: repeating their own
questions, and repeating the statements by the NNSs. When repeating the statements of the
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 14
NNSs, the NESs seemed to be using their repetition as a form of feedback. Feedback, in our
study, is reactive and responsive words that were used in the conversation. The NESs provided
feedback to anything the NNSs would say. When the NNSs would speak, the NESs would then
follow the statement with either an okay, hmmhmm, or a thats really interesting. This
feedback was noted numerous times throughout the conversations. Much of the time, the
feedback would occur while the NNS was talking. An example of feedback is shown below:
NES1: Do you find similarities between Chinese and Korean and...
NNS1: They are kind of similar but Chinese is more similar to English...
NES1: Okay
NNS1: In order of [Sentence.
NNS2: [Grammar. Structure...
NES1: Okay, in sentence structure?
NNS1: Yes.
When the NES would speak during this time, an emphasis was placed on the words. The NES
appeared to be excited about what the NNS was saying. This emphasis falls into the stress/pitch
variation as was discussed earlier. However, noted in both strategies, it is evident in this example
that the enthusiasm in stress/pitch provided feedback immediately after the NNSs were done
speaking or pausing. Along with these examples of feedback, the NES would also repeat the
exact words the NNSs would use. An example of this is shown below:
NES1: Did you two watch the Avengers?
NNS1: Yes, yes, I always said I wanted to be green monster.
NES1: Green monster? (laughs)
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 15
NNS1: Everyday I go...and say I want to be green monster...I know that the best scene in
the Avengers, is like... the Hulk says Im always angry
NES1: hmmhmm
NNS1: That is very awesome. What character is your favorite avenger?
NES1: Oh...uh...my favorite is Iron Man
NNS2: Me too, why?
NNS3: Iron man...
NES1: Why? I dont know probably because I want to fly around in a suit of armor. So
Im jealous...He doesnt even have super powers...thats what I like about him, you
know?
NNS2: hmmhmm
NES1: Really smart
NES2: I like Captain America
NNS1: Oh...Captain America
NES2: Yes he doesnt have any super powers, but he is very strong, you know? Kind of
more human. I like his shield.
NNS1: (laughs) his shield protects everything.
NES2: Yea. (laughs)
[later in the conversation]
NNS1: Especially in Marvel...Marvel comics...
NES2: What?
NNS1: Marvel...
NNS2: [Marvel Comics
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 16
NES1: [Oh, Marvel comics, yes...
NNS1: I especially like DC comics...
NES1: DC comics?
NNS1: Yes
In this example, the NES repeats what the NNS said four times, sometimes in a phrase, or
just one word. This may provide clarification for the NES, to make sure they comprehend what
the NNS is saying. Instead of using words like hmmhmm, okay, or thats interesting like
was heard in the previous example, the NES repeated the words more often and would provide
feedback to the NNS in that way. In addition to this feedback, the NES appeared to speak more
than the NNS, thus, turn taking was a common feature noted in the conversations.
Turn Taking
After analyzing seventy-nine seconds worth of conversation between NESs and NNSs, it
was evident that the NESs spoke more during the conversation than the NNSs did. For example,
within the seventy-nine seconds of conversation the NESs spoke 226 words to the NNSs 104
words. By more than doubling the amount of words spoken, it appeared the NESs used the
strategy of turn taking in order to get themselves across better. For example, when the NNSs
would be speaking, the NESs would abruptly interrupt the speaker with feedback. This may have
been used to assure the NNSs that the NESs was comprehending what they were saying. An
example of this is shown below:
NNS: Chinese and Korean are sort of similar, because we use some of Chinese character
to make a word, like some words are very similar...
NES1: Oh. Thats interesting.
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 17
NES2: Do you think its interesting because... Do you think the languages are so different
because of the barriers that used to be... that people that used to live in Korea were so far
apart from China so they developed their own sort of languages?
NNS: Yes.
NES2: Thats really interesting
NNS: Yeah.
NES2: You even see that in English with dialects. You know, you go from Midwest up
here, where we speak differently than Southern...Southern English speakers...or British
English Speakers...
In this example the NNS was interrupted by the NESs. The NESs cuts off the NNS and appears
to reassure the NNS that this abrupt interruption was necessary, because the NES had something
to say afterwards. The follow-up question took a long time to rephrase, and once the NES was
able to rephrase the question, feedback was given and a continuation of the conversation began
again, with the NES leading the conversation. It is of importance that after the initial interruption
by the NES, the NES took the same amount of turns and used more words. The NES spoke 32
words to the NNSs 2. Much of the time the NES spoke with pauses, as noted by the ... in the
transcript, and this parlayed into not only more words spoken but also more time used by the
NESs.
Question rephrasing
In a conversation, turn taking as well as back-channeling is necessary to inform the
speaker that everything is being understood; however, repetition of questions or statements is a
phenomenon we were not expecting to be as evident as it was in our data. The purpose of this
style of speech is to confirm to the NNS what the NES is saying; however, in no recorded
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 18
conversation is it made apparent that the NNS has not understood what was being said. For
example, the conversation below was recorded at CEC when two NESs were engaging two
NNSs from Korea:
NES1: When does the school year in Korea begin? When do you start school in Korea?
NNS: In Korea?
NES1:Yeah!...uhhIn Elementary school.
The NES without prompt repeats what he said in another way. This puts the control of where the
conversation is going in the hands of the NES. Evidence to show that this actually improves the
understanding of the listener does not manifest itself. Interestingly, rephrasing very rarely
occurred in recorded native to native conversation. This was due to the speed at which the
participants spoke and the fact that everything being said was felt to be understood. When
rephrasing did occur in native to native conversations, it seemed to be used more to emphasize
that speakers previous statement rather than for the comprehension of the listener.

Discussion
Overall, our findings show that vocabulary changed very little when NESs spoke with
NNSs, speed changed slightly, and intonation changed noticeably. The fact that no change in
vocabulary was noticed supports the assertion made by the Colorado State University Writing
Center: NESs tend to remember to slow their speech but do not remember to change their
vocabulary. One possible reason for this is that the NESs try to mimic the speech of the NNSs.
NNSs tend to speak slowly, so NESs try to match their pace subconsciously. However, the
NESs may not notice that the NNS is using a reduced vocabulary, so they are not conscious of a
need to change their own vocabulary.
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 19
Our observations by themselves do not indicate which techniques were the most helpful.
However, they do show what strategies NESs should be aware of. The most significant is that
they should be conscious of their vocabulary and try to limit their use of idioms and slang. We
also speculate that the rising intonation patterns and feedback were not useful. For NESs, rising
intonation indicates a question, and in our recordings such rising intonation was likely a subtle
way of asking if the NNSs understood. However, speakers of different languages do not use
rising intonation in the same way, so they are more likely to associate this speaking pattern as
part of the natural melody of the language, thus leading to incorrect intonations in their own
speech. Providing feedback and reassuring words to the NNSs may facilitate natural
conversational flow between two English speakers; therefore, NESs should consider their pitch
and intonation and use of feedback while they speak with NNSs to make sure that they are giving
an accurate representation of the languages rising and falling patterns and conversational flow.
Implications for Further Research
One strategy of NESs that this study did not focus on was volume. We hypothesized that
NESs would increase their volume in conversations, but we did not include that in our research
methods because our recording devices were not sophisticated enough to provide an accurate
representation of volume. By providing the participants in the conversation with more complex
recording devices, future researchers may be able to further study how the NESs adjust their
volume in conversation with an NNSs. We believe this research could also branch out into the
study of gender and speech adaptations by NES.
Since gender roles are different in other countries, the female NNSs and male NNSs may
interact differently with the NESs, and this could be the same for male and female NESs. By
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 20
analyzing gender and communication between NESs and NNSs, further research may reveal
other speech adaptations by the NESs.
Supplemental research would also have to change the setting of the conversations and
approach the conversations in a different manner. Both the CEC and Center for Writers settings
provided important data for our research. However beneficial this data may be, it would be
notable if these settings changed. The CEC conversations were guided by talking points from the
presentations during the meeting. Most of the conversations recorded began with prompts from
the presentations. This presented many question-like conversations, almost as though the
conversation was an interview with a NNS and NES. At the Center for Writers, the conversations
were guided by the topic of the paper, therefore presenting an educational conversation between
NNSs and NESs. Further research would have to branch out of these settings and into more
functional and realistic settings where NESs and NNSs may converse (i.e. coffee shops, student
unions, restaurants).
This study could also further research different groups of NNSs and focus on how NESs
react with each group. In their study on the perception of foreignness among American speakers,
Cargile, Maeda, Rodriguez, and Rich (2010) found that Americans tend to perceive Latin
American and Asian accents as more foreign than European accents. This means that when
speaking with Asians or Asian Americans, white Americans may believe that they need to adjust
their speech more. By comparing the conversations between NESs and different groups of
NNSs, researchers could either support or find additional information on these interactions
between NESs and NNSs from Asia.
There are certainly many ways that native to non-native conversation research can be
expanded. The North Dakota State University provided a unique site for this research since it is
NATIVE TO NON-NATIVE ENGLISH SPEAKERS 21
an increasingly diverse setting surrounded by a rather homogenous culture. We hope that the
results from our study will encourage future studies that can show NESs how to productively
converse with speakers who are trying to improve their own fluency in English.




NATIVE TO NON-NATIVE ENGLISH SPEAKERS 22

References
Cargile, A. C., Maeda, E., Rodriquez, J., & Rich, M. (2010). Oh, you speak English so well!:
U.S. American listeners perceptions of foreignness among nonnative speakers.
Journal of Asian American Studies, 13, 59-79. doi: 10.1353/jaas.0.0062
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Los Angeles, CA: Sage.
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