In high-stakes oral proficiency testing as well as in everyday encounters, accent is the most salient aspect of nonnative speech. Prior studies of English language learners' (ELLs') pronunciation have focused on single parameters of English, such as vowel duration, fundamental frequency as related to intonation, or temporal measures of speech production. The present study addresses a constellation of suprasegmental characteristics of nonnative speakers of accented English, combining indices of speech rate, pause, and intonation. It examines relations between those acoustic measures of accentedness and listeners' impressions of second-language oral proficiency. Twenty-six speech samples elicited from iBT TOEFL ® examinees were analyzed using a KayPENTAX Computerized Speech Laboratory. Monolingual U.S. undergraduates (n = 188) judged the speakers' oral proficiency and comprehensibility. A multiple regression analysis revealed the individual and joint predictiveness of each of the suprasegmental measures. The innovative aspect of this study lies in the fact that the multiple features of accentedness were measured via instrumentation rather than being rated by judges who may, themselves, be subject to rating biases. The suprasegmental measures collectively accounted for 50% of the variance in oral proficiency and comprehensibility ratings, even without taking into consideration other aspects of oral performance or of rater predilections.THE CONSTRUCTS OF COMPREHENSIBILITY and accentedness relate in complex ways to native speaker (NS) judgments of English language learners' (ELLs') oral proficiency. No clear isomorphism has been established between degree of accentedness and comprehensibility. Speakers who succeed in reducing the degree of "foreignness" in their accents (based on expert observer judgments) may still be heard as incomprehensible by lay listeners (Munro & Derwing, 1995).

No abstract

No abstract

Heroin users have dysfunctional eating patterns that are amenable to change and community and residential services could enable them to experience the many health, psychological and social benefits of improved eating practices. Nutritional interventions need to be tailored to individual needs and circumstances, but also monitored and evaluated so that there is a future evidence base.