Examining the Effects of Different English Speech Varieties on an L2 Academic Listening Comprehension Test at the Item Level

Autor/inn/en	Shin, Sun-Young; Lee, Senyung; Lidster, Ryan
Titel	Examining the Effects of Different English Speech Varieties on an L2 Academic Listening Comprehension Test at the Item Level
Quelle	In: Language Testing, 38 (2021) 4, S.580-601 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Sun-Young) ORCID (Lee, Senyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532220985432
Schlagwörter	Listening Comprehension Tests; Language Tests; Native Language; Scores; Second Language Learning; Second Language Instruction; Test Items; Item Response Theory; Pronunciation; Undergraduate Students; English (Second Language); Speech Communication; Foreign Students; Asians; Indians; Standardized Tests; North American English; Language Variation; Test Format; Intelligibility + Suchen Sie Ihr Suchwort? Hörverstehensübung; Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; Test content; Testaufgabe; Item-Response-Theorie; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Asian; Asiat; Asiatin; Asiaten; Asiate; Inder; Standadised tests; Standardisierter Test; Amerikanisches Englisch; Sprachenvielfalt; Testentwicklung
Abstract	In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A total of 386 undergraduate and graduate students from China, Korea, and India, who were enrolled in a university in the United States, each took two listening tests. In the first session, they took a standardized listening comprehension test comprising texts recorded by native English speakers. In the second session, they took a listening comprehension test consisting of counterbalanced sets of American English-, Indian-, and Chinese-accented lectures. The results show that the shared-L1 effect is minimal. Effects are consistent for only a few narrow, detail-oriented items, on which Chinese and Korean listeners performed relatively poorly when listening to Indian speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01