The Relationship between Multilingual Raters' Language Background and Their Perceptions of Accentedness and Comprehensibility of Second Language Speech

Autor/inn/en	Shintani, Natsuko; Saito, Kazuya; Koizumi, Rie
Titel	The Relationship between Multilingual Raters' Language Background and Their Perceptions of Accentedness and Comprehensibility of Second Language Speech
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 7, S.849-869 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koizumi, Rie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1320967
Schlagwörter	Multilingualism; Evaluators; Second Language Learning; Language Proficiency; Young Children; Case Studies; Pronunciation; Speech Communication; Japanese; Native Language; English (Second Language); Longitudinal Studies; Foreign Countries; Auditory Perception; Young Adults; Singapore + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Frühe Kindheit; Case study; Fallstudie; Case Study; Aussprache; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Young adult; Junger Erwachsener; Singapur
Abstract	The purpose of this case study is twofold: it (1) explores multilingual raters' judgements regarding the accentedness and comprehensibility of second language speech and (2) examines how the raters' language backgrounds influence their judgements. In this study, six multilingual Singaporean raters judged the accentedness and comprehensibility of 50 unfamiliar accented speech samples produced by Japanese learners of English with different proficiency levels. In order to investigate rater judgement, the rating scores were subjected to a multifaceted Rasch analysis. A questionnaire and an interview elicited the raters' retrospective reports on their language backgrounds at three time points in their life (when they were 5, 11, and 21 years old). The results suggested that the raters' language backgrounds, notably the proficiency balance between multiple languages in early childhood, are related to their rating judgement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01