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2761
“It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension
Barros, Patricia Cristina Monteiro de
. - : Kansas State University, August
Abstract:
Master of Science ; Department of Psychology ; Richard J. Harris ; The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and non-native English speaking instructors. This study investigated the effects of native or non-native speakers and audiovisual or audio-only lecture mode on English native speakers’ comprehension and memory for information from a classroom lecture, measuring both factual memory and strength of pragmatic inferences drawn from the text. College students (N = 130) were tested on their comprehension of information derived from basic entomology lectures given by both an English native speaker and an English non-native speaker GTA. Participants also evaluated both lecturers in terms of communication skills. Results indicated that participants evaluated the native speaker as having better communication skills, which is in accordance with previous studies suggesting that both the difficulty of understanding non-native-accented speech (Reddington, 2008) and the possibility of prejudice triggered when listeners hear a non-native accent (Bresnahan et al., 2002) influence listeners’ evaluations of English non-native speaker instructors. Results revealed that familiarity with the topic also played an important role in listening comprehension, especially for lectures given by the non-native speaker. Likewise, the access to visual cues (gestures and facial expressions) enhanced understanding, but it was not a pre-requisite for adequate comprehension when the topic of the lectures did not require visual information. These findings were consistent with the polystemic speech perception approach (Hawkins, 2003), in that it is not essential to recognize all words in text in order to make connections with previous knowledge and construct meaning. Furthermore, overall participants took longer to answer questions from lectures given by the non-native speaker than by the native speaker. This suggests that non-native-accented speech may require more time to answer questions related to that speech, although listeners can adapt to it quickly (Derwing, 1995). Findings from this study are important in suggesting tools for thinking about how different aspects of a lecture can contribute to the learning process. Implications for further research are addressed.
Keyword:
Cognitive (0633)
;
English native speaker graduate teaching assistant
;
English non-native speaker graduate teaching assistant
;
Instructor's accent
;
Instructor's communication skills
;
Listening comprehension
;
Psychology
;
Visual cues
URL:
http://hdl.handle.net/2097/4492
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2762
Apoyo formativo de los instrumentos musicales
Munafò, Luciano
. - 17-07-10
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2763
The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
Gómez, Gloria Eduviges Ramírez
. - NO_RESTRICTION
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2764
Un modelo de enfoque plurilingüe para la enseñanza de la lengua en la escuela
Martín Peris, Ernesto
. - : Universidade do Porto
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2765
Keystone Classroom Management: A Practical Approach to Producing Widespread Change in Student Behaviour
Shecter, Carly
. - NO_RESTRICTION
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2766
Estrategias de comunicación efectiva en el aula
Corrales Razquin, María
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2767
Student-generated job-application videos in English for specific purposes: effects on vocational education and training students’ key competences for lifelong learning
Antón Remírez, Susana
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2768
Hizkuntza ezberdinen ikaskuntza Nafarroan. Elebitasunetik eleaniztasunera ; Aprendizaje de diferentes idiomas en Navarra. Del bilingüismo al multilingüismo
Carlos Garciarena, Maitane de
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2769
Haur hizkeraren transmisioa: eskolaren eginbeharra eta Azpeitiko kasua
San Vicente Roncal, Amaia
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2770
Teaching English through Literature in the FL classroom
Alevesque Arau, Amaya
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2771
Enseñanza-aprendizaje de la L1. Textos auténticos y utilización de las TIC
Elizalde Bielsa, Andrea
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2772
The use of stories in CLIL
Flórez Aldaz, Itsaso
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2773
La fabulación infantil en el marco de las inteligencias múltiples. La familia como estímulo narrativo
Dufur Aróstegui, José Ignacio
. - : Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
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2774
Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan
Orozko Etxeberria, Jokin
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2775
Akatsak eta gogoeta metalinguistikoa Lehen Hezkuntzako lehen zikloan ; Errores y refelxión metalingüística en el primer ciclo de Educación Primaria
Bergara Indiano, Irantzu
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2776
Adquisición de lengua extranjera en niños de 5 años dentro del programa PAI en función de su lengua materna
Díez Casimiro, Elisa
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2777
Tecnologias digitais para o desenvolvimento de habilidades orais em inglês
Vera Lúcia Menezes de Oliveira Paiva
In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 4, Pp 1319-1351
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2778
Emoções e ações de professores ao falar inglês no WhatsApp
Rodrigo Camargo Aragão
In: Revista Brasileira de Linguística Aplicada, Vol 17, Iss 1, Pp 83-112
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2779
Application of Motor Development Scale: an integrative review
Maria Cecilia Souza Santos
;
Suraya Gomes Novais Shimano
;
Larissa Giovanna de Oliveira Araújo
...
In: Revista CEFAC, Vol 21, Iss 4
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