The Association between Ethnic Group Affiliation and the Ratings of Comprehensibility, Intelligibility, Accentedness, and Acceptability

Autor/in	Tekin, Oguzhan
Titel	The Association between Ethnic Group Affiliation and the Ratings of Comprehensibility, Intelligibility, Accentedness, and Acceptability
Quelle	In: TESL-EJ, 23 (2019) 3, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Correlation; Ethnic Groups; Self Concept; Speech Communication; Pronunciation; Scores; Student Attitudes; Language Usage; Native Speakers; English; English (Second Language); Language Attitudes; Role; Undergraduate Students; Task Analysis; Political Influences; Second Language Learning + Suchen Sie Ihr Suchwort? Korrelation; Ethnie; Selbstkonzept; Aussprache; Schülerverhalten; Sprachgebrauch; Muttersprachler; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Rollen; Aufgabenanalyse; Political influence; Politischer Einfluss; Zweitsprachenerwerb
Abstract	Previous research has shown that there is a relationship between language and identity, and thus the present study focuses on ethnic group affiliation (EGA) as a part of one's ethnic group identity and its association with speech constructs (i.e., intelligibility, comprehensibility, accentedness, and acceptability). EGA scores were collected through an online questionnaire and the speech data were evaluated globally using a 9-point Likert scale. Contrary to the findings of previous research on the relationship between EGA and the aforementioned speech constructs, the present study did not find any significant correlations between speakers' EGA scores and their ratings on the four speech constructs at least in a non-conflictual college context. Furthermore, there was also no relationship between the nonnative speakers' daily use of language and their EGA scores. Similarly, the listeners' EGA scores also did not correlate significantly with the way they evaluated the speech samples. The only exception in this correlation was the relationship between language-related EGA and the accentedness scores. Finally, the study also points to a trend where a new generation of native speakers of English tend to score non-native speech less harshly especially as regards accentedness. [The volume number (24) shown on the PDF is incorrect. The correct number is 23.] (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01