Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-19T17:41:52.087Z Has data issue: false hasContentIssue false
  • English
  • Français

PROFICIENCY AS A MEDIATING VARIABLE OF INTELLIGIBILITY FOR DIFFERENT VARIETIES OF ACCENTS

Published online by Cambridge University Press:  17 October 2019

Okim Kang Open the ORCID record for Okim Kang [Opens in a new window] ,
Meghan Moran ,
Hyunkee Ahn  and
Soon Park
Okim Kang*
Affiliation:
Northern Arizona University
Meghan Moran
Affiliation:
Northern Arizona University
Hyunkee Ahn
Affiliation:
Seoul National University
Soon Park
Affiliation:
Seoul National University
*
*Correspondence concerning this article should be addressed to Okim Kang, Department of English, Liberal Arts Building 18, Room 140, Northern Arizona University, Flagstaff, Arizona, 86011-6032. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Factors that affect comprehension of accented English (e.g., Harding, 2011) have been well studied, but little research examines how listeners’ proficiency affects their sensitivity to second language (L2) accent. The current study investigated the effect of test takers’ English proficiency on their comprehension ratings and ability to correctly transcribe different World Englishes accents. Ten speakers from six countries with different L1 backgrounds (i.e., North American, British, Indian, South African, Chinese, and Spanish) with varying degrees of intelligibility provided speech samples. Ninety-two listeners from South Korea at three different proficiency levels listened to speech stimuli and determined their comprehension of the content as well as the intelligibility of the speech. The results showed that listeners were differentially affected by nonnative English accented varieties, based on both the intelligibility level of the speaker and the proficiency level of the listener. These findings have implications for the assessment and instruction of listening skills in global contexts.

Type
Research Report
Information
Studies in Second Language Acquisition , Volume 42 , Issue 2 , May 2020 , pp. 471 - 487
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Abeywickrama, P. (2013). Why not nonnative varieties of English as listening comprehension test input? RELC Journal, 44, 59–74. doi: 10.1177/0033688212473270CrossRefGoogle Scholar
Adank, P., Evans, B., Stuart-Smith, J., & Scott, S. (2009). Comprehension of familiar and unfamiliar native accents under adverse listening conditions. Journal of Experimental Psychology, 35, 520–529. doi: 10.1037/a0013552Google ScholarPubMed
Anderson-Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38, 561–613. doi: 10.1111/j.1467-1770.1988.tb00167.xCrossRefGoogle Scholar
Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Cobb, T. (2016). Compleat lexical tutor: Web VP classic [Computer program]. Retrieved from https://www.lextutor.ca/vp/eng/Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Google Scholar
Coombe, C., & Davidson, P. (2014). Common educational proficiency assessment (CEPA) in English. Language Testing, 31, 269–276.CrossRefGoogle Scholar
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Toronto, ON: Wadsworth Publishing Company.Google Scholar
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379–397.CrossRefGoogle Scholar
Downey, R., Suziki, M., & Van Moere, A. (2010). High-stakes English-language assessments for aviation professionals: Supporting the use of a fully automated test of spoken-language proficiency. IEEE Transactions on Professional Communication, 53, 18–32. Retrieved from http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=48437518&site=ehost-live&scope=siteCrossRefGoogle Scholar
Elder, C., & Harding, L. (2008). Language testing and English as an international language. Australian Review of Applied Linguistics, 21, 3.Google Scholar
ETS TOEFL (2018a). About the TOEFL iBT test. Retrieved from https://www.ets.org/toefl/ibt/aboutGoogle Scholar
ETS TOEFL (2018b). Test and score data. Retrieved from https://www.ets.org/s/toefl/pdf/94227_unlweb.pdfGoogle Scholar
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York, NY: Cambridge University Press.Google Scholar
Gass, S. M., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of nonnative speech. Language Learning, 34, 65–89.CrossRefGoogle Scholar
Harding, L. (2011). Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Frankfurt, Germany: Peter Lang.Google Scholar
Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29, 163–180. doi: 10.1177/0265532211421161CrossRefGoogle Scholar
IELTS (2018a). IELTS introduction. Retrieved from https://www.ielts.org/en-us/what-is-ielts/ielts-introductionGoogle Scholar
IELTS (2018b). Test taker performance 2016. Retrieved from https://www.ielts.org/teaching-and-research/test taker-performanceGoogle Scholar
IELTS (2019). Demographic data 2017: Frequency distributions by percentage. Retrieved from https://www.ielts.org/teaching-and-research/demographic-dataGoogle Scholar
Kachru, B. B. (1992). The other tongue: English across cultures. Urbana: University of Illinois Press.Google Scholar
Kang, O., & Moran, M. (2018). Different varieties of World Englishes: Perceptual judgments and speech characteristics. In Ockey, G. & Wagner, E. (Eds.), Assessment of L2 listening: Moving towards authenticity (pp. 113–126). Philadelphia, PA: John Benjamins.Google Scholar
Kang, O., Thomson, R., & Moran, M. (2018a). Empirical approaches to measuring intelligibility of different varieties of English in predicting listener comprehension of tests. Language Learning, 68, 115–146. doi: 10.1111/lang.12270CrossRefGoogle Scholar
Kang, O., Thomson, R., & Moran, M. (2018b). Exploring the intelligibility of a variety of native and nonnative English accents. Applied Linguistics. doi: 10.1093/applin/amy053Google Scholar
Kang, O., Thomson, R., & Moran, M. (2019). The effects of international accents and shared first language on listening comprehension tests. TESOL Quarterly, 53, 56–81. doi: 10.1002/tesq.463CrossRefGoogle Scholar
Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C. (2002). The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36, 173–190.CrossRefGoogle Scholar
Major, R. C., Fitzmaurice, S. M., Bunta, F., & Balasubramanian, C. (2005). Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning, 55, 37–69.CrossRefGoogle Scholar
Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers . London, UK: Sage.Google Scholar
Munro, M. J., & Derwing, T. M. (1995). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech, 38, 289–306. https://doi.org/10.1177/002383099503800305CrossRefGoogle ScholarPubMed
Munro, M. J., & Derwing, T. M. (2015). A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation, 1, 11–42.CrossRefGoogle Scholar
Nichols, J. (2016). Do high-stakes English proficiency tests motivate Taiwanese university students to learn English? American Journal of Educational Research, 4, 927–930.Google Scholar
Ockey, G. J., & French, R. (2016). From one to multiple accents on a test of L2 listening comprehension. Applied Linguistics, 37, 693–715. doi: 10.1093/applin/amu060CrossRefGoogle Scholar
Ockey, G. J., Papageorgiou, S., & French, R. (2016). Effects of strength of accent on an L2 interactive lecture listening comprehension test. International Journal of Listening, 30, 84–98. doi: 10.1080/10904018.2015.1056877CrossRefGoogle Scholar
Ockey, G. J., & Wagner, W. (2018). Assessing L2 listening: Moving toward authenticity. Philadelphia, PA: John Benjamin.CrossRefGoogle Scholar
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912.CrossRefGoogle Scholar
Révész, A., & Brunfaut, T. (2013). Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition, 35, 31–65.CrossRefGoogle Scholar
Sakiey, E., & Fry, E. (1979). 3000 instant words. Highland Park, NJ: Dreier Educational Systems.Google Scholar
Schmidgall, J. E. (2013). Modeling speaker proficiency, comprehensibility, and perceived competence in a language use domain. ProQuest LLC. Retrieved from http://libproxy.nau.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED553865&site=ehost-live&scope=siteGoogle Scholar
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.CrossRefGoogle Scholar
Smith, L. E., & Bisazza, J. A. (1982). The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32, 259–269. doi: 10.1111/j.1467-177-.1982.tb00971.xCrossRefGoogle Scholar
Zielinski, B. W. (2008). The listener: No longer the silent partner in reduced intelligibility. System, 36, 69–84.CrossRefGoogle Scholar