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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 41 – 60 of 71 41 Assessment For Learning: The Role of Feedback Elizabeth Böttcher In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 48-49 (2015) (2015) BASE Show details 42 Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics Larry Selinker In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015) BASE Show details 43 An Interview with APPLE Lecture Speaker Professor Alister Cumming Rongchan Lin; Yuna Seong; Catherine Box In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 44-45 (2015) (2015) BASE Show details 44 Introduction: The Multilingual Prism EunYoung Kang; Natalia Sáez In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015) BASE Show details 45 Teaching English Language Learners through Technology Danielle Madrazo In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015) BASE Show details 46 Future Directions in Pragmatics Assessment Fred S. Tsutagawa In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015) BASE Show details 47 Input, interaction, and corrective feedback in L2 learning Natalia Sáez; Rodrigo Segovia In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015) BASE Show details 48 Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms Mi Sun Park In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015) BASE Show details 49 Multilingualism and the Holistic Approach to Multilingual Education Cheng-Ling Alice Chen In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015) BASE Show details 50 Written Corrective Feedback: A Review of Studies since Truscott (1996) Yuan-Yuan Meng In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015) BASE Show details 51 Classroom-based Language Assessment: The Case of TAFL Nesrine Basheer In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015) BASE Show details 52 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction Drew S. Fagan In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015) BASE Show details 53 Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life Tara E. Tarpey In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015) BASE Show details 54 The Critical Period Hypothesis: Support, Challenge, and Reconceptualization Andy Schouten In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-16 (2015) (2015) BASE Show details 55 Strategic Competence and L2 Speaking Assessment Yuna Seong In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015) BASE Show details 56 Speech Characteristics of Japanese Speakers Affecting American and Japanese Listener Evaluations Atsuko Kashiwagi; Michael Snyder In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 1-14 (2015) (2015) Abstract: The study examines what pronunciation features (i.e., segmental and suprasegmental features, as well as other acoustic properties such as speech rate, intensity, pitch, and pitch range) affect the intelligibility of Japanese learners of English, when judged by native-speaking (NS; American) and non-native-speaking (NNS; Japanese) listeners. Kashiwagi and Snyder (2008) concluded, based on both statistical and interview data, that intelligibility and accentedness judgments were quasi-independent of each other, and that segmental features in the speech samples of Japanese learners were perceived both by NS (American) and NNS (Japanese) listeners to be more problematic than suprasegmentals. The present study is designed to verify these conclusions by re-examining the data with further statistical procedures. Additional data on speech rate, intensity, pitch, and pitch range were also added to the statistical analyses to explore the issue of intelligibility. The resulting data suggest that non-native pronunciation of segmentals, especially of certain vowels, affect the judgments of intelligibility most strongly, and that intelligibility scores and accentedness ratings are controlled by different sets of factors. Speech rate, intensity, pitch and pitch range are also found to have some effects. The data also suggest that NS (American) and NNS (Japanese) listeners are affected differently by certain pronunciation features. Keyword: American listeners; Applied linguistics; Education; English Language; Foreign speakers; Japanese speakers; Language acquisition; Native speakers; Non-native speakers; Oral communication; P118-118.7; PE1-3729; Study of language; Teaching language URL: https://doaj.org/article/efdb6ef8596f45acb63cdb8238bfefc6 https://doi.org/10.7916/D8Q81CNR BASE Hide details 57 CMC and Face-to-face Communication in L2 Learning Zehua Liu In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015) BASE Show details 58 “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices Gahye Song In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 29-32 (2015) (2015) BASE Show details 59 Ensuring Effective Second Language Learning via CALL Yayun Anny Sun In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 33-34 (2015) (2015) BASE Show details 60 What Is Criterion and e-rater, and How Can They Be Used in a Classroom? Youngsoo Song In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 41-41 (2015) (2015) BASE Show details Page: 1 2 3 4

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