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Jeong, Hyeseung, Senior LecturerORCID iD iconorcid.org/0000-0003-1058-7637
Alternative names
Publications (10 of 16) Show all publications
Jeong, H., Lindemann, S. & Forsberg, J. (2022). English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US. Ranam, 55, 136-153
Open this publication in new window or tab >>English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US
2022 (English)In: Ranam, ISSN 0557-6989, Vol. 55, p. 136-153Article in journal (Refereed) Published
Abstract [en]

English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for Forsberg's reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

Place, publisher, year, edition, pages
Strasbourg: , 2022
Keywords
English phonology, challenging native speakerism, listener training, university students in Sweden and the US
National Category
Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-19029 (URN)
Note

The publisher allows to share the article via DiVa as Creative Commons 'BY-NC-SA' 

From the contract: 

"Upon publication of the Journal, the Publisher allows the Author to register the final publisher’s version ofhis/her Contribution, in PDF format, on a public institution’s open archives server. The Author may not registerthis version with private on-line social or professional networks." 

Available from: 2022-07-31 Created: 2022-07-31 Last updated: 2022-09-22Bibliographically approved
Jeong, H., Sánchez Ruiz, R. & Wilhelmsson, G. (2022). Spanish and Swedish Pre-Service Teachers’ ELF User Attitudes Towards English and its Users. Changing English, 1-13
Open this publication in new window or tab >>Spanish and Swedish Pre-Service Teachers’ ELF User Attitudes Towards English and its Users
2022 (English)In: Changing English, ISSN 1358-684X, E-ISSN 1469-3585, p. 1-13Article in journal (Refereed) Published
Abstract [en]

English as a lingua franca (ELF) is a well-known concept for English used as an international contact language among people from diverse linguacultural backgrounds. Using a questionnaire, we explored the attitudes of Spanish and Swedish pre-service primary school teachers towards English and its users after their collaboration on a virtual platform, during which they were ELF users. The findings showed that the ELF user attitudes of the two European student cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinal tendencies, we conclude that the ambivalence in their overall attitudes seems to mirror the ambivalence of the ‘double’ definitions of English in educational policy documents, which may affect the goals of teaching English in the classroom. We suggest that university teaching help pre-service teachers develop critical perspectives towards English and English users, as well as reflecting on why they teach English to their future pupils.

Keywords
English as a lingua franca (ELF); pre-service teachers as ELF users; teacher education; elf user attitude; ambivalence in ELF user attitudes; ambivalence in language policies
National Category
Specific Languages
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-18074 (URN)10.1080/1358684x.2021.2022976 (DOI)
Available from: 2022-01-20 Created: 2022-01-20 Last updated: 2022-02-07Bibliographically approved
Jeong, H. (2021). Global English in the Workplace:: Introducing the Concepts of  ‘Workplace English as a Lingua Franca’ (WELF), and ‘Successful WELF Users’. In: Alastair Henry & Åke Persson (Ed.), Engaging with Work in English Studies: An Issue-based Approach (pp. 197-220). Cham: Springer
Open this publication in new window or tab >>Global English in the Workplace:: Introducing the Concepts of  ‘Workplace English as a Lingua Franca’ (WELF), and ‘Successful WELF Users’
2021 (English)In: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, p. 197-220Chapter in book (Other academic)
Abstract [en]

Workplaces are becoming increasingly international. In many contemporary workplaces, English is used as a lingua franca (ELF). This chapter introduces the notion of WELF, Workplace English as a Lingua Franca, which is used as a means of conceptualizing English that is used in international workplace settings. The chapter focuses on the language skills and strategies that are deployed by successful WELF users. An important aim in conceptualizing WELF is to help English learners to find their own answers to the questions of why they need to learn English, and what it means to be a competent user of the language. A further aim is to reach out to English teachers working in contexts where students can be expected to work in globalized workplaces.

Place, publisher, year, edition, pages
Cham: Springer, 2021
Keywords
English as a work lingua franca (WELF), successful WELF users
National Category
Specific Languages General Language Studies and Linguistics
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-16519 (URN)10.1007/978-3-030-69720-4 (DOI)978-3-030-69720-4 (ISBN)978-3-030-69719-8 (ISBN)
Available from: 2021-06-27 Created: 2021-06-27 Last updated: 2021-11-02Bibliographically approved
Jeong, H. (2021). Phonology as a tool for Global Englishes language teacher education: A Practical Resource Book. In: Ali Fuad Selvi, Bedrettin Yazan (Ed.), Language Teacher Education for Global Englishes: (pp. 248-255). Routledge
Open this publication in new window or tab >>Phonology as a tool for Global Englishes language teacher education: A Practical Resource Book
2021 (English)In: Language Teacher Education for Global Englishes / [ed] Ali Fuad Selvi, Bedrettin Yazan, Routledge, 2021, p. 248-255Chapter in book (Other academic)
Abstract [en]

The native speaker (NS) norm, which promotes NS competence as the goal of language learning, is not congruent with Global Englishes Language Teaching. The purpose of English phonology courses in many teacher education programs is thus to “fix” teacher candidates’ accents to become nativelike and consequently enable them to teach American and British accents to their own learners. The curriculum has been developed for students in three teacher education programmes at a Swedish university to help them, and subsequently help their learners to achieve internationally intelligible pronunciation and maximised listening comprehension for diverse Global Englishes accents. The portfolio can be assessed qualitatively, in terms of how successfully the student has documented the profile of her pronunciation and critically evaluated her own global speaker and listener intelligibility. Phonology is frequently associated merely with teaching pronunciation although its usefulness for teaching listening comprehension has long been suggested.

Place, publisher, year, edition, pages
Routledge, 2021
Series
Routledge Advances in Teaching English as an International Language
Keywords
Global Englishes, phonology, teacher education
National Category
Specific Literatures Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-16499 (URN)10.4324/9781003082712-41 (DOI)2-s2.0-85108304562 (Scopus ID)9781003082712 (ISBN)9780367536411 (ISBN)
Available from: 2021-05-23 Created: 2021-05-23 Last updated: 2022-03-30Bibliographically approved
Jeong, H., Elgemark, A. & Thorén, B. (2021). Swedish youths as listeners of global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance. Frontiers in Education, 6, Article ID 651908.
Open this publication in new window or tab >>Swedish youths as listeners of global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance
2021 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, article id 651908Article in journal (Refereed) Published
Abstract [en]

As reflected in the concept of Global Englishes, English mediates global communication, where English speakers represent not merely those from English-speaking countries like United Kingdom or United States but also global people from a wide range of linguistic backgrounds, who speak the language with diverse accents. Thus, to communicate internationally, cultivating a maximized listening proficiency for and positive attitudes toward global Englishes speakers with diverse accents is ever more important. However, with their preference for American English and its popular culture, it is uncertain whether Swedish youth learners are developing these key linguistic qualities to be prepared for the globalized use of English. To address this, we randomly assigned 160 upper secondary students (mean age = 17.25) into six groups, where each group listened to one of six English speakers. The six speakers first languages were Mandarin, Russian/Ukrainian, Tamil, Lusoga/Luganda, American English, and British English. Through comparing the six student groups, we examined their listener intelligibility (actual understanding), listener comprehensibility (feeling of ease or difficulty), accentedness perception (perceiving an accent as native or foreign), and accentedness acceptance (showing a positive or negative attitude toward an accent) of diverse English accents. The results showed that the intelligibility scores and perception/attitude ratings of participants favored the two speakers with privileged accents–the American and British speakers. However, across all six groups, no correlation was detected between their actual understanding of the speakers and their perception/attitude ratings, which often had a strong correlation with their feelings of ease/difficulty regarding the speakers accents. Taken together, our results suggest that the current English education needs innovation to be more aligned with the national syllabus that promotes a global perspective. That is, students need to be guided to improve their actual understanding and sense of familiarity with Global English speakers besides the native accents that they prefer. Moreover, innovative pedagogical work should be undertaken to change Swedish youths’ perceptions and attitudes and prepare them to become open-minded toward diverse English speakers.

Keywords
Global Englishes, Swedish youth learners, listener intelligibility, listener comprehensibility, accentedness perception, accentedness acceptability, implications for language education
National Category
Specific Languages
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-16510 (URN)10.3389/feduc.2021.651908 (DOI)000667266500001 ()2-s2.0-85108585119 (Scopus ID)
Projects
BUV pilot study
Available from: 2021-06-10 Created: 2021-06-10 Last updated: 2022-09-15Bibliographically approved
Jeong, H., Thorén, B. & Othman, J. (2020). Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners. Asian Englishes (1), 2-19
Open this publication in new window or tab >>Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners
2020 (English)In: Asian Englishes, ISSN 1348-8678, E-ISSN 2331-2548, no 1, p. 2-19Article in journal (Refereed) Published
Abstract [en]

Our previous study examined the mutual intelligibility of Malaysian English to Swedish listeners and Swedish English to Malaysian listeners. The results showed that Swedish listeners did not understand the Malaysian speaker well. In the present study, the Malaysian speaker was trained to alter her realization of the word stress, consonant clusters and long vowels in a way that previous research has found intelligible for both native and non-native English speakers. The audible and measurable alteration significantly increased the intelligibility of the speaker for Swedish listeners. This indicates that the three phonetic features are important for intelligibility in international contexts and suggests including the word stress in the Lingua Franca Phonetic Core. Moreover, we discuss that Malaysian English being a dialect and Swedish English being a similect may be relevant to their mutual intelligibility and relate the discussion to teaching English pronunciation in countries where English has been localized.

Keywords
English as a lingua franca, intelligibility, intelligible pronunciation, Malaysian English, Swedish listeners, Lingua Franca Phonetic Core
National Category
General Language Studies and Linguistics
Research subject
HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-13097 (URN)10.1080/13488678.2018.1536817 (DOI)000512342000002 ()2-s2.0-85056127417 (Scopus ID)
Note

 Published online: 01 Nov 2018

Available from: 2018-11-04 Created: 2018-11-04 Last updated: 2021-04-12Bibliographically approved
Jeong, H., Othman, J. & Thorén, B. (2020). Understanding Matters: Swedes’ Attitudes Towards Malaysian English. Jurnal Pendidikan (Journal of Educational Research), 115-128, Article ID Special Issue.
Open this publication in new window or tab >>Understanding Matters: Swedes’ Attitudes Towards Malaysian English
2020 (English)In: Jurnal Pendidikan (Journal of Educational Research), ISSN 0126-5261, p. 115-128, article id Special IssueArticle in journal (Other academic) Published
Place, publisher, year, edition, pages
Kuala Lumpur: , 2020
Keywords
Global English accents, speaker intelligibility, listeners' attitudes
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:hv:diva-16049 (URN)
Available from: 2020-11-23 Created: 2020-11-23 Last updated: 2021-04-29Bibliographically approved
Jeong, H. & Thorén, B. (2019). Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation. In: Phonetic Society of Japan (Ed.), Abstract Booklet: International Symposium on the Acquisition of Second Language Speech. Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, August 30th - September 1st, 2019, Waseda University, Tokyo Japan. , Article ID 12A1.
Open this publication in new window or tab >>Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation
2019 (English)In: Abstract Booklet: International Symposium on the Acquisition of Second Language Speech / [ed] Phonetic Society of Japan, 2019, article id 12A1Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In teaching and assessing pronunciation of English as an international lingua franca (ELF), intelligibility is more relevant than nativelikeness (Jenkins, 2015). As guidelines for intelligible ELF pronunciation, the Lingua Franca Core (LFC) syllabus (Jenkins, 2002) and relative functional load (FL) of phonemic contrasts (e.g., Catford, 1987) have been used (e.g., Jeong et al., 2018; Rahimi & Ruzrokh, 2016; Sewell, 2017).The paper examines phonemic details in the LFC and relative FL, based on the intelligibility of second language speakers’ phoneme realisation for Swedish university students. Using the perception of a group of Swedish youths for the study can be rationalised that they are known to have very high proficient English skills as a second language (Norrby, 2015). Speech data with IPA transcriptions were from the Speech Accent Archive (http://accent.gmu.edu/index.php), comprising nine speakers’ readings of the same text, whose first languages were Arabic, French, German, Japanese, Russian, Somali, Thai, Turkish and Urdu respectively. Each of seventy-five Swedish students taking university courses chose and transcribed one of the nine speakers in English orthography. Through comparing errors in the listeners’ transcriptions, their accounts, and the speakers’ segmental features deviating from either American or British English phoneme inventory, we firstly analysed whether, and to what extent such deviation affected intelligibility. From this analysis, some details of the LFC and relative FL were questioned. For example, while the LFC denotes that all consonants besides interdental fricatives need to be realised as in Standard American/British English, replacing some consonants with others, like plural marking /z/ with /s/ or alveolar /ɹ/ with uvular / ʁ/, did not compromise intelligibility. Likewise, while the ɔ/oʊ contrast is known to have high FL, replacing one with the other did not cause misunderstanding (e.g. realising ‘only’ as [ɔnli]). The findings suggest further scrutinising and developing the LFC and relative FL.

Keywords
Phoneme realisation in ELF, Swedish youths' perception, the Lingua Franca Core (LFC), relative Functional Load (FL) of phonemic contrasts, Evaluating LFC and FL
National Category
Languages and Literature General Language Studies and Linguistics
Research subject
HUMANITIES, Linguistics; Child and Youth studies; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-14389 (URN)
Conference
The 9th International Symposium on the Acquisition of Second Language Speech, August 30th - September 1st, 2019, Waseda University, Tokyo Japan
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2020-03-03Bibliographically approved
Jeong, H. (2019). Phenomenology. In: Juliana Othman, Maskanah Mohammad Lotfie (Ed.), Research design for language studies: (pp. 9-30). Kuala Lumpur: Cultural Centre, University of Malaya
Open this publication in new window or tab >>Phenomenology
2019 (English)In: Research design for language studies / [ed] Juliana Othman, Maskanah Mohammad Lotfie, Kuala Lumpur: Cultural Centre, University of Malaya, 2019, p. 9-30Chapter in book (Refereed)
Abstract [en]

Phenomenology is not as common in language studies as other qualitative methodologies, such as ethnography. It however has potential to be a suitable way of exploring individuals' language-related experiences from the first-person perspective. The chapter presents how to do phenomenological research in second language studies, suggest criteria for assessing phenomenological studies, and discuss compatibility with quantitative methods.

Place, publisher, year, edition, pages
Kuala Lumpur: Cultural Centre, University of Malaya, 2019
Keywords
Phenomenology, research methodology, language studies, a realist perspective
National Category
General Language Studies and Linguistics
Research subject
HUMANITIES, Linguistics
Identifiers
urn:nbn:se:hv:diva-13368 (URN)978-967-488-081-1 (ISBN)
Note

The full text is sharable upon request

Available from: 2019-01-05 Created: 2019-01-05 Last updated: 2019-03-27Bibliographically approved
Jeong, H. (2019). Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik. In: : . Paper presented at BUV Konferens 2019: ATT MÖTA SVÅRIGHETER I SKOLAN - FORSKNING OCH PRAXIS I SAMMA RUM, Högskolan Väst, Trollhättan 13 juni 2019 (pp. 1-15).
Open this publication in new window or tab >>Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik
2019 (English)Conference paper, Oral presentation only (Other academic)
Keywords
English, lingua franca, phonetics
National Category
General Language Studies and Linguistics
Research subject
Child and Youth studies; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-13994 (URN)
Conference
BUV Konferens 2019: ATT MÖTA SVÅRIGHETER I SKOLAN - FORSKNING OCH PRAXIS I SAMMA RUM, Högskolan Väst, Trollhättan 13 juni 2019
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-12-13Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0003-1058-7637

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