The effects of accent familiarity and language teaching experience on raters' judgments of non-native speech

Huang, Becky H.

doi:10.1016/j.system.2013.07.009

Cited by 41 publications

(46 citation statements)

References 28 publications

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“…Our research also revealed similar findings with the previously studies conducted by Huang (2013), Shi (2001), and Zhang and Elder (2010;2014). Each of the above-mentioned studies has limitations peculiar to themselves, but the common point of all is complementary characteristics and similar assessment tendencies of both groups of teachers.…”

Section: Resultssupporting

confidence: 93%

“…For this reason, NESTs' majors are not regarded to have had a great influence on their rating behaviour. Huang's (2013) study verifies this in that the study found no significant effects of accent familiarity and teaching English as a foreign language (TEFL) experience. In addition, Huang (2013) states that:…”

Section: Findings and Discussionsupporting

confidence: 72%

“…However, the comparative studies concerning oral proficiency assessment of EFL students are quite limited. Huang (2013), for example, explores the effects of accent www.ccsenet.org/elt English Language Teaching Vol. 9, No.…”

Section: Related Literaturementioning

confidence: 99%

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Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

Ekmekçi¹

2016

ELT

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Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers' evaluation of EFL learners' speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of independent samples t-test and Pearson product-moment correlation test. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students' oral proficiency.

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Section: Resultssupporting

confidence: 93%

Section: Findings and Discussionsupporting

confidence: 72%

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Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

Ekmekçi¹

2016

ELT

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“…The greater strictness of non-native listeners is well attested as far as listeners with European native languages are concerned; there may be some doubt if the same is true for listeners with an Oriental native language; speakers of Chinese, for instance, may be well be more positive about the English of other speakers of Chinese and, indeed, about the English of other non-native speakers than native speakers of English. Also, the Dutch listeners shared the native language of the speakers; we did not address the situation where non-native listeners judged the English of native speakers of another language than that of the listeners, although we are aware of possible effects of accent familiarity (Huang, 2013).…”

Section: Discussionmentioning

confidence: 99%

Pride and prejudice? Judging non-native pronunciation of English

Koet¹,

Bergh²

2018

L1 Educational Studies in Language and Literature

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Can non-native judges of language proficiency be trusted? To answer this question, we asked Dutch (N = 70) and English (N = 57) listeners to judge English speech produced by Dutch speakers, and we asked Dutch listeners to judge Dutch speech produced by these speakers. Results showed that the Dutch listeners to the English speech produced by the Dutch speakers are stricter about pronunciation than the English listeners; they also arrive at rankings that are different from the rankings arrived at by the English listeners. We have found that the Dutch listeners, when judging the aesthetic quality and intonation of Dutch speakers' pronunciation of English, are influenced by aspects of the speakers' native language which interfere with the target language. Their judgements of English pronunciation may therefore be affected by their impressions of the speakers' Dutch.

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“…Other studies have revealed similar results. Huang (2013Huang ( , 2016, for instance, discovered that inexperienced L2 instructors were more attentive to speech content whereas experienced L2 instructors were more attentive to accent, grammar, and vocabulary. In another study, Dujim, Schoonen, and Hulstijn (2018) revealed that raters with linguistic training attended more to accuracy whereas raters without linguistic training attended more to fluency in making oral proficiency judgements about L2 Dutch speech.…”

Section: Teaching Experience/training and L2 Speech Ratingsmentioning

confidence: 99%

Exploring Perceptions of Second Language Speech Fluency Through Developing and Piloting a Rating Scale for a Paired Conversational Task

Williams¹

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Much research has explored how perceptions of speech fluency are influenced by a variety of temporal speech features (e.g. speech rate). However, less is known about the influence of nontemporal and conversational speech characteristics, as well as listener characteristics such as accent familiarity and conversational style, on fluency perceptions. To address this gap, the present study explored the influence of these characteristics through developing and piloting a fluency rating scale for a paired conversational task for assessment for learning purposes. A twophase mixed-methods sequential exploratory design (Creswell, 2009) provided the methodological framework for the present study. In the first phase, seven trained English for Academic Purposes (EAP) instructors watched videos of seven-minute conversations, elicited from 14 intermediate-to-advanced EAP learners, who performed the conversational task twice with two different partners. Afterwards, instructors were audio-recorded discussing their observations about learners' fluency. These recordings were coded using in-vivo and pattern coding techniques (Saldaña, 2009). Six themes were identified: smoothness, efficiency, sophistication, clarity, facilitating topics and turns, and supporting the conversation partner. These themes informed the development of a multi-item fluency rating scale, used in the second phase of the study. In this phase, a new group of 35 EAP instructors watched four seven-minute video-recorded conversations between eight learners, and then used the scale to rate the performances. Before watching each video, instructors reported their familiarity with students' accents on a six-point scale. Once rating was completed, instructors completed a conversational style questionnaire. The results were as follows. First, a Principal Component Analysis of scale items produced two separate components-individual fluency and conversational fluency.

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The effects of accent familiarity and language teaching experience on raters' judgments of non-native speech

Cited by 41 publications

References 28 publications

Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

Pride and prejudice? Judging non-native pronunciation of English

Exploring Perceptions of Second Language Speech Fluency Through Developing and Piloting a Rating Scale for a Paired Conversational Task

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