Procedure

Once the recordings and the questionnaire were complete, I contacted the head of the International Baccalaureate Program and decided on which classes would be most appropriate. Two English classes were chosen and we met accordingly. I was given the first part of the class to conduct the study, approximately 25 minutes. I was introduced to the class as a native English speaker living in Sweden. I then explained that my study was about perception of a speaker based on their voice, for example a stranger on the radio or on the telephone. They were not told that the speakers were all non-native speakers of English.

I reviewed and explained how to fill in the attitude scales and answered questions regarding the meaning of the qualitites. I then played each of the recordings (first paragraph of the text) in the order mentioned earlier. I paused after each recording and waited for all the students to finish marking the scales. In an effort to avoid fatigue, I encouraged them repeatedly to keep paying attention. As an oral and mental “palate cleanser”, I also told them a knock-knock joke. I chose knock-knock jokes since they require an active response from the class. After completing the first nine attitude scales, the students were then given instructions for the accent identification section. They were to listen to each speaker (second paragraph of the text) and then place the number of the speaker in front of their best guess for where that speaker was from. There was no space for “I don’t know” and each country was only to be used once. Following these instructions, I played up the recordings with only a brief pause in which to say the number of the next speaker and to remind them they were required to write an answer. After this section was completed I asked the participants to complete the page of demographic questions on the back. As they completed this page, I collected the packets and answered any further questions that they had.

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