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Quantifying lexical usage: vocabulary pertaining to ecosystems and the environment
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Don't turn a deaf ear: a case for assessing interactive listening
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The effect of HVP training in vowel perception on bilingual speech production
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Abstract:
Prior investigations (Giannakopoulou et al., 2013) have indicated high variability phonetic training intervention can help L2 English adult learners change the perception of vowels such that they shift their attention to primary cues (spectral features) rather than secondary cues (e.g. duration) to correctly identify vowels in L2. This experiment explores if high-variability training impacts on L2 adult learners’ production of L2 speech. Production samples from a prior experiment were used to conduct ratings of accuracy (Giannakopoulou, 2012). In the current experiment, the production samples were transcribed and rated for accuracy by twenty native English listeners. The intelligibility levels of L2 learners’ speech samples as indexed by higher accuracy in transcription were observed as having been rated higher following training than prior to training. The implications of the results are considered with regard to theories on the connection between speech production and perception, and Flege’s (1995) Speech Learning Model. ; cannot locate journal or identify publisher - asked researcher for contact details 26/2/21 Journal url http://www.conscientiabeam.com/journal/179 - article not appearing yet 1/3/21 OA statement at http://www.conscientiabeam.com/about/open-access.html
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Keyword:
bilingual speech; Q110 Applied Linguistics; vowel perception
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URL: https://doi.org/10.18488/journal.179.2021.21.15.32
http://hdl.handle.net/10547/624837
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The UK Communicative Development Inventories: Words and Gestures
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The impact of time allowances in an EAP reading-to-write argumentative essay assessment
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L2 writers' revisions in a computer-based academic English writing test task: a keystroke logging study
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Text-independent speaker identification using vowel formants
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How much does test-takers’ listening proficiency matter in oral interview tests?
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The impact on candidates of examiner interventions in oral interview tests
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Fostering the future: the micro-educational impact of a language assessment course
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Investigating the cognitive validity of EAP reading-into-writing test tasks: a pilot study
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Task parallelness: investigating the difficulty of two spoken narrative tasks
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Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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Working for washback from university entrance tests in Japan
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Assessment of candidates' interactional competence using group oral tests
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Interactional competence in the workplace: challenges and opportunities
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