First- and Final-Semester Non-Native Students in an English-Medium University: Judgments of Their Speech by University Peers

Autor/inn/en	Kennedy, Sara; Trofimovich, Pavel
Titel	First- and Final-Semester Non-Native Students in an English-Medium University: Judgments of Their Speech by University Peers
Quelle	In: Language Learning in Higher Education, 3 (2014) 2, S.283-303 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
Schlagwörter	College Freshmen; College Seniors; Second Language Learning; Language of Instruction; Evaluators; Pronunciation; Employment Interviews; Language Fluency; Human Resources; Matched Groups; Oral Language; Second Language Instruction; Educational Experience; Holistic Approach; Rating Scales; Student Evaluation; Linguistic Performance; Comparative Analysis; Case Studies; Student Characteristics; Statistical Analysis; Foreign Countries; Peer Evaluation; Communicative Competence (Languages); Canada + Suchen Sie Ihr Suchwort? Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Aussprache; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Language skill; Language skills; Sprachkompetenz; Humankapital; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht; Bildungserfahrung; Holistischer Ansatz; Rating-Skala; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Statistische Analyse; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kanada
Abstract	By the end of their studies, non-native speakers of English studying at English-medium universities have had several years of exposure to English in that setting. Do non-native students, particularly those enrolled in non-language related programs, show different levels of second language (L2) speaking ability in their final semester of studies than non-native students in their first semester, as judged by other students in the university community? In this exploratory cross-sectional study, two matched groups of L2 English university students in their first or final semester of study in non-language-related programs (N = 20) were recorded in mock job interviews. The students were rated by two groups of raters for accentedness, comprehensibility, fluency, and communicative effectiveness. Both rater groups were university students; one group was from diverse academic programs, while the other group was studying human resource management (HRM). Although the first- and final-semester L2 English students differed in how long they had studied in English, no significant difference in ratings between first- and final-semester students was found. However, the two rater groups differed in how they rated accentedness and comprehensibility, suggesting that the nature of listeners' previous academic experience (e.g., with HRM) influences their judgments. The use of holistic rating scales to evaluate L2 speech is discussed, as well as the relationship between the nature of language exposure and the performance of the student and rater groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01