RECEPTION OF ACCENT VARIATION IN ENGLISH: SOCIOLINGUISTIC INSIGHTS FROM VIETNAMESE ESL LEARNERS AND TEACHERS IN DA LAT

Abstract

This study explores how Vietnamese learners and teachers of English in Da Lat receive non-standard English pronunciation. Reception is examined through two dimensions: comprehension (intelligibility) and acceptance (attitudinal evaluation). A mixed-methods approach was employed, involving 130 participants from four groups: English majors, non-English majors, Vietnamese English teachers, and foreign teachers. Using a structured questionnaire and open-ended interview, participants rated a non-native English speech sample on pronunciation features such as stress, rhythm, and intonation. Quantitative data were analyzed through descriptive statistics, ANOVA, and correlation tests. Results revealed that teachers demonstrated higher comprehension and acceptance than students, with foreign teachers being the most receptive. Non-English majors were more accepting of non-standard accents than English majors. A moderate positive correlation (r = 0.48, p < 0.01) was found between comprehension and acceptance. Qualitative feedback emphasized the importance of intelligibility over accent conformity. These findings suggest a pedagogical shift in Vietnamese English education: from promoting native-like accents toward fostering intelligibility, sociolinguistic awareness, and intercultural communication.