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The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
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Abstract:
The purpose of this case study is twofold: it (1) explores multilingual raters’ judgements regarding the accentedness and comprehensibility of second language speech and (2) examines how the raters’ language backgrounds influence their judgements. In this study, six multilingual Singaporean raters judged the accentedness and comprehensibility of 50 unfamiliar accented speech samples produced by Japanese learners of English with different proficiency levels. In order to investigate rater judgement, the rating scores were subjected to a multifaceted Rasch analysis. A questionnaire and an interview elicited the raters’ retrospective reports on their language backgrounds at three time points in their life (when they were 5, 11, and 21 years old). The results suggested that the raters’ language backgrounds, notably the proficiency balance between multiple languages in early childhood, are related to their rating judgement.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/18607/2/IJBEB2017.pdf
https://doi.org/10.1080/13670050.2017.1320967
https://eprints.bbk.ac.uk/id/eprint/18607/
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| 2 |
Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech?
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| 3 |
Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English
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| 4 |
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?
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| 5 |
Effects of written feedback and revision on learners' accuracy in using two English grammatical structures
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| 6 |
Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English
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| 7 |
Exploring Language Pedagogy through Second Language Acquisition Research
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| 8 |
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article
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