<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032019000200060</article-id>
<article-id pub-id-type="doi">10.15517/aie.v19i2.36908</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[University students´ perception of exposure to various English accents and their production]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepción de la exposición a acentos del idioma inglés y su producción por parte de estudiantes universitarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Charpentier-Jiménez]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Lenguas Modernas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>60</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032019000200060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032019000200060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032019000200060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumen This article presents students&#8217; perception of English accent varieties in a BA in English and a BA in English Teaching, both of the University of Costa Rica (UCR). The purpose of this study was to find out higher education students&#8217; opinions on the incorporation of further English accents in their major. Until now, this topic has not been deeply studied in the Costa Rican context. Results were obtained from a 16-point survey answered by 77 participants. Based on these results, the writer explains that a need to include a variety of native and non-native English accents exists and that a language program would benefit from it. The results demonstrate that 76.6% of students consider being able to imitate several types of English accents important, while 93.5% believe that what is important is being able to recognize and understand several accents. Data show that the majority of students consider the incorporation of various types of accents in their major essential. In practical terms, these results should promote a curricular change where several types of English accents should be incorporated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Abstract El presente artículo estudia la percepción del estudiantado sobre la variedad de acentos en inglés en un bachillerato en inglés y un bachillerato en la enseñanza del inglés, ambos de la Universidad de Costa Rica (UCR). Se busca con este artículo dilucidar la opinión de estudiantes de educación superior sobre la inclusión de otros acentos en inglés en su carrera universitaria. Hasta el momento, este tema no ha sido explorado a profundidad en el contexto costarricense. Los resultados se han obtenido de un cuestionario de 16 ítemes respondida por 77 participantes, tomando en cuenta datos cuantitativos en una investigación por encuesta. Basado en estos resultados, el autor explica que existe una necesidad de incluir una variedad de acentos en inglés, tanto nativos como no nativos, y que un programa de lengua se beneficiaría con su implementación. Los resultados demuestran que un 76.6% de los estudiantes considera importante aprender a imitar diferentes acentos en inglés, mientras que un 93.5% menciona como importante aprender a reconocer y comprender diversos tipos de acentos. Estos resultados demuestran que la mayoría del estudiantado ve importante la inclusión de diferentes tipos de acentos en su programa de estudio. En términos prácticos, estos resultados deberían motivar una reforma curricular donde los cursos orales contengan actividades lingüísticas que incluyan diferentes tipos de acentos de manera progresiva.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[bilingualism]]></kwd>
<kwd lng="en"><![CDATA[intercultural communication higher education]]></kwd>
<kwd lng="en"><![CDATA[English varieties]]></kwd>
<kwd lng="en"><![CDATA[spoken language]]></kwd>
<kwd lng="es"><![CDATA[bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[comunicación intercultural]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[variedades del inglés]]></kwd>
<kwd lng="es"><![CDATA[lengua hablada]]></kwd>
</kwd-group>
</article-meta>
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