The Relationship Between Native Speaker Judgments of Nonnative Pronunciation and Deviance in Segmentais, Prosody, and Syllable Structure

Anderson-Hsieh, Janet; Johnson, Ruth; Koehler, Kenneth J.

doi:10.1111/j.1467-1770.1992.tb01043.x

Cited by 439 publications

(293 citation statements)

References 39 publications

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“…Hahn (2004) and Anderson-Hsieh et al (1992), referred to earlier in this chapter, are two examples of such studies.…”

Section: Intel/igibility and The Ita Contextmentioning

confidence: 99%

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Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

Isaacs¹

2008

The Canadian Modern Language Review

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Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there is no universally accepted definition of intelligibility, nor any field-wide consensus on the best way to measure it. Further, there is little empirical evidence to suggest which pronunciation features are crucial for intelligibility to guide teachers in their instructional choices. This mixed-methods study examines whether intelligibility is an appropriate criterion for assessing pronunciation proficiency in the academic domain. Speech samples of eight non-native English speaking graduate students were elicited using the Test of Spoken English, a standardized test often used to screen international teaching assistants (ITAs). Results of a fine-grained analysis of the speech samples combined with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for international graduate students to instruct undergraduate courses as teaching assistants.

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“…Hahn (2004) and Anderson-Hsieh et al (1992), referred to earlier in this chapter, are two examples of such studies.…”

Section: Intel/igibility and The Ita Contextmentioning

confidence: 99%

“…The speech samples utilized in the Anderson-Hsieh et al (1992) were rating using the pronunciation subtest of the SPEAK test, given the way they were required to listen to and ~valuate the speech.…”

Section: Intel/igibility and The Ita Contextmentioning

confidence: 99%

Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

Isaacs¹

2008

The Canadian Modern Language Review

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“…The prosodic research has shown that not only segmental but also suprasegmental features contribute to perceived accentedness (Anderson-Hsieh, Johnson and Koehler 1992;Derwing and Munro 1998;Derwing and Rossiter 2003;Field 2005). For instance, in a study aimed at describing the general relevance of prosody to the perception of a foreign accent Jilka (2000) confirmed its significance in a series of experiments using low-pass filtered stimuli on German-accented English and Englishaccented German.…”

Section: Introductionmentioning

confidence: 94%

Perceptual impact of speech melody hybridization: English and Czech English

Volín

Poesová

2016

RiL

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The current paper examines the role of intonation in the perception of foreign-accented speech. In order to assess how difficult it is to mentally process native, non-native and modified speech melodies, four conditions were analyzed and compared: native English, native English with Czech melody, Czech English with native melody and Czech English. The method of reaction times measurement in a word monitoring task was employed, in which 108 Czech listeners heard English sentences in the explored conditions and pressed a button when hearing a target word. Speech melody turned out to have a relatively weak but discernible impact on perceptual processing. Interestingly, Czech English proved to be more difficult to process than native English, although the listeners were Czech. The implementation of English F0 contours on Czech English speech slightly alleviated the cognitive load, however, the second hybrid, native English with Czech melody, pointed to the opposite direction. The causes of this discrepancy were investigated, particularly higher degrees of collocability in certain expressions.

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“…Comparative studies of L1 and L2 discourse structure focus on a variety of features of the intonation production of learners and demonstrate crucial differences in the use of prosodic cues by L2 speakers (Anderson-Hsieh, Johnson, & Koehler, 1992;Pickering, 2001;Tyler et al, 1988;Tyler & Davies, 1990;Wennerstrom, 1997). In a study investigating 30 intermediate learners from three L1 backgrounds performing a read-aloud task, Wennerstrom (1994) found that while Spanish L2 speakers and a native speaker control group marked a new topic with a high pitch onset, Thai and Japanese L2 learners demonstrated no paragraph initial pitch change.…”

Section: Intonational Paragraphs In L1 and L2 Academic Discoursementioning

confidence: 99%

The structure and function of intonational paragraphs in native and nonnative speaker instructional discourse

Pickering¹

2004

English for Specific Purposes

130

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In the context of classroom communication, there is a premium on the clarity of the message, and instructors will typically employ multiple linguistic cues to highlight information structure. Using a model of intonation in discourse [Brazil, D. (1986). The communicative value of intonation in English. Birmingham, England: University of Birmingham, English Language Research. Brazil, D. (1997). The communicative value of intonation in English. Cambridge: Cambridge University Press.], this paper examines the use of intonational paragraphs as an organizational tool in the teaching discourse of native speaker teaching assistants and nonnative speaker international teaching assistants at a North American university. Analysis of the native speaker data presents evidence of intonational paragraphs defined by phonological criteria and used by the speakers to underscore local and global information structure. Comparative analysis of the parallel nonnative speaker data shows a considerably weaker control of intonational structure and a disturbance in prosodic composition that materially affects the comprehensibility of the discourse for native speaker hearers. The paper closes with a discussion of some of the implications of this study for international teaching assistant programs.

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The Relationship Between Native Speaker Judgments of Nonnative Pronunciation and Deviance in Segmentais, Prosody, and Syllable Structure

Cited by 439 publications

References 39 publications

Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

Perceptual impact of speech melody hybridization: English and Czech English

The structure and function of intonational paragraphs in native and nonnative speaker instructional discourse

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