Language teachers say that when your students start sounding like you you've done a great job as a teacher. 😊
What this means is that you've used teaching methods which have encouraged a high level of attention to sounds and the importing of that attention into spoken language.
While some approaches to teaching encourage the adoption of a particular accent, it is very sobering to realise just how many different accents there are in the world that are completely acceptable and completely intelligible to fluent speakers.
Learners that have been exposed to only one accent or have lessons that adopt a dialect of US or UK English fail to recognise that in an international world most people have learnt English as a second language. If they only know Midwest US or UK RP accents, they will have difficulty.
If students are already skilled in copying other people's voice sounds, they will develop an accent that is international and intelligible - assuming the models they are exposed to are broadly sourced.
If an accent is broadly intelligible internationally then fluency is high – this means it is not hard for listeners to understand what is being said. And, as we have mentioned previously, if someone listening has to work hard to understand you, you are not fluent.
One of the major benefits in developing skills around copying accents is the flexibility in the production of a range of vowel sounds that will in turn make it much easier for students to figure out what someone else is saying.
Learning to understand international accents is of great benefit to fluency, and how well you can copy someone's voice sound builds fluency.
If you would like expert guidance on how to teach this, please contact us.
僅接觸過一種口音或接受採用美國或英國英語方言的課程的學習者無法認識到，在國際世界中，大多數人都將英語作為第二語言來學習。 如果他們只知道美國中西部或英國 RP 口音，他們就會遇到困難。