Intelligibility and Individual Learner Differences in the EIL Context

Autor/in	Matsuura, Hiroko
Titel	Intelligibility and Individual Learner Differences in the EIL Context
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 35 (2007) 3, S.293-304 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2007.03.003
Schlagwörter	Familiarity; Correlation; Foreign Countries; North American English; Anxiety; Individual Differences; Word Recognition; Comprehension; English (Second Language); Linguistic Competence; Japanese; English Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Korrelation; Ausland; Amerikanisches Englisch; Angst; Individueller Unterschied; Worterkennung; Verstehen; Verständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachkompetenz; Japaner; Japanisch; English langauage lessons; Englischunterricht; Schülerverhalten
Abstract	According to Smith and Nelson [Smith, L.E., Nelson, C.E., 1985. "International intelligibility of English: directions and resources." "World Englishes" 3, 333-342.], "intelligibility" refers to word/utterance recognition, whereas "comprehensibility" is the understanding of word/utterance meaning. This study examines the intelligibility of American English (US English) and Hong Kong-accented English (HK English) to Japanese EFL students, specifically focusing on the relationships between intelligibility and such individual learner differences as perceived comprehensibility of these two English varieties, familiarity with different English varieties, language anxiety, and perceived competence. In terms of both varieties, there was a significant negative correlation between intelligibility and language anxiety, and perceived competence was found as a best predictor of intelligibility. Perceived comprehensibility, on the other hand, significantly correlated with intelligibility of US English only. The extent of familiarity with different English varieties indicated a significant correlation with the intelligibility of HK English but not with the US English intelligibility. Allowing students to be exposed to a wide variety of English appears to be important in an era of teaching EIL (English as an international language). (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10