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Foreign language enjoyment and anxiety: the effect of teacher and learner variables
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Linguistic correlates of comprehensibility in second language Japanese speech
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In: Linguistic correlates of comprehensibility in second language Japanese speech (2017)
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Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech?
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Second language speech production: investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels
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Flawed self-assessment: investigating self- and other-perception of second language speech
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Differential effects of instruction on the development of second language comprehensibility, word Stress, rhythm, and intonation: the case of inexperienced Japanese EFL learners
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Abstract:
The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of 10 Japanese English-as-a-Foreign-Language (EFL) learners. Students in the experimental group (n = 10) received a total of three hours of instruction over six weeks, while those in the control group (n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners’ intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing L1-L2 linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of L2 conversational experience.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/14704/1/LTR2017.pdf https://doi.org/10.1177/1362168816643111 https://eprints.bbk.ac.uk/id/eprint/14704/
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47 |
Lexical correlates of comprehensibility versus accentedness in second language speech
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Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English
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Development of Comprehensibility and its Linguistic Correlates: A Longitudinal Study of Video-Mediated Telecollaboration
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Lexical profiles of comprehensible second language speech: the role of appropriateness, fluency, variation, sophistication, abstractness and sense relations
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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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Experience effects on the development of late second language learners’ oral proficiency
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Does a speaking task affect second language comprehensibility?
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Second language comprehensibility revisited: investigating the effects of learner background
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Developing second language oral ability in foreign language classrooms: the role of the length and focus of instruction and individual differences
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The role of age of acquisition in late second language oral proficiency attainment
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Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction
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Variables affecting the effects of recasts on L2 pronunciation development
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