Linguistic Stereotyping, Reverse Linguistic Stereotyping, Language Ideology and Their Potential Effects on Oral Proficiency Interview Ratings

Autor/in	Stovicek, Thomas W.
Titel	Linguistic Stereotyping, Reverse Linguistic Stereotyping, Language Ideology and Their Potential Effects on Oral Proficiency Interview Ratings
Quelle	In: Applied Language Learning, 31 (2021) 1-2, S.71-86 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Stereotypes; Sociolinguistics; Oral Language; Language Proficiency; Spanish; Standard Spoken Usage; Pronunciation; Auditory Perception; Language Attitudes; Language Tests; Race; Ethnicity; Language Variation; Native Speakers; Interviews; Test Bias + Suchen Sie Ihr Suchwort? Klischee; Soziolinguistik; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Spanisch; Gesprochene Sprache; Umgangssprache; Aussprache; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachverhalten; Language test; Sprachtest; Rasse; Abstammung; Ethnizität; Sprachenvielfalt; Muttersprachler; Interviewing; Interviewtechnik; Testkritik
Abstract	Recent empirical research in sociolinguistics and social psychology has established the existence of the socio-psychological phenomena known as linguistic stereotyping (LS) and reverse linguistic stereotyping (RLS), which have an implicit or unconscious effect on listeners' perception of speech and speakers. Despite such findings, little research has explored the role these phenomena may play in the rating of speaking proficiency as assessed by Oral Proficiency Interview (OPI) testers. This article provides an overview of the OPI instrument followed by a review of some published criticisms thereof. These criticisms are expanded upon through a review of research on LS, RLS, standard language ideology, the native speaker construct, and the co-construction of speaking performance with particular emphasis on research concerning Spanish dialect perception. The article concludes with a discussion of the implications of this research for the assessment of speaking proficiency, and a call for further research in several areas in order to better understand and mitigate the potential for these phenomena to cause bias in the high stakes assessment of speaking proficiency. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01