The Mutual Intelligibility of L2 Speech

Autor/inn/en	Munro, Murray J.; Derwing, Tracey M.; Morton, Susan L.
Titel	The Mutual Intelligibility of L2 Speech
Quelle	In: Studies in Second Language Acquisition, 28 (2006) 1, S.111-131 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263106060049
Schlagwörter	Mutual Intelligibility; Effect Size; Mandarin Chinese; Native Speakers; English; Second Language Learning; Pronunciation; Japanese; Scores; Speech; Spanish; Polish; Language Variation + Suchen Sie Ihr Suchwort? Muttersprachler; English language; Englisch; Zweitsprachenerwerb; Aussprache; Japaner; Japanisch; Speaking; Sprechen; Spanisch; Polnisch; Sprachenvielfalt
Abstract	When understanding or evaluating foreign-accented speech, listeners are affected not only by properties of the speech itself but by their own linguistic backgrounds and their experience with different speech varieties. Given the latter influence, it is not known to what degree a diverse group of listeners might share a response to second language (L2) speech. In this study, listeners from native Cantonese, Japanese, Mandarin, and English backgrounds evaluated the same set of foreign-accented English utterances from native speakers of Cantonese, Japanese, Polish, and Spanish. Regardless of native language background, the listener groups showed moderate to high correlations on intelligibility scores and comprehensibility and accentedness ratings. Although some between-group differences emerged, the groups tended to agree on which of the 48 speakers were the easiest and most difficult to understand; between-group effect sizes were generally small. As in previous studies, the listeners did not consistently exhibit an intelligibility benefit for speech produced in their own accent. These findings support the view that properties of the speech itself are a potent factor in determining how L2 speech is perceived, even when the listeners are from diverse language backgrounds. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10