Elicited imitation tasks (EITs) have been proposed and examined as a practical measure of second language (L2) proficiency. This study aimed to provide an updated and comprehensive view of the relationship between EITs and other proficiency measures. Toward that end, 46 reports were retrieved contributing 60 independent effect sizes (Pearson’s r) that were weighted and averaged. Several EIT features were also examined as potential moderators. The results portray EIT as a generally consistent measure of L2 proficiency (r = .66). Among other moderators, EIT stimuli length was positively associated with stronger correlations. Overall, the findings provide support for the use of EITs as a means to greater consistency and practicality in measuring L2 proficiency. In our Discussion section, we highlight the need for more transparent reporting and provide empirically grounded recommendations for EIT design and for further research into EIT development.

This study aimed to answer an ongoing validity question related to the use of nonstandard English accents in international tests of English proficiency and associated issues of test fairness. More specifically, we examined (1) the extent to which different or shared English accents had an impact on listeners’ performances on the Duolingo listening tests and (2) the extent to which different English accents affected listeners’ performances on two different task types. Speakers from four interlanguage English accent varieties (Chinese, Spanish, Indian English [Hindi], and Korean) produced speech samples for “yes/no” vocabulary and dictation Duolingo listening tasks. Listeners who spoke with these same four English accents were then recruited to take the Duolingo listening test items. Results indicated that there is a shared first language (L1) benefit effect overall, with comparable test scores between shared-L1 and inner-circle L1 accents, and no significant differences in listeners’ listening performance scores across highly intelligible accent varieties. No task type effect was found. The findings provide guidance to better understand fairness, equality, and practicality of designing and administering high-stakes English tests targeting a diversity of accents.

Despite the efforts of existing studies in the domain of L2 phonology to examine ESL learners’ pronunciation development, little research has comprehensively demonstrated ESL learners’ pronunciation improvement in academic immersion contexts. Similarly, few studies have focused on learners’ proficiency levels linked to their developmental success. The current exploratory study investigated the changes of learners’ pronunciation constructs as a result of their ESL program. Seventy-five newly arrived ESL students (25 in each proficiency; beginner, intermediate, and advanced) enrolled in an Intensive English Program in the United States provided their speech responses (to the placement and exit tests from the program). One hundred fifty speaking samples were linguistically analyzed for the following suprasegmental features: fluency (speech rates and pauses) and prosody (prominence and pitch range). Segmental features were analyzed by employing a functional load approach with randomly selected 90 speech files. Findings revealed different developmental patterns among phonological features and proficiency levels; that is, the upper-level learners improved more in fluency and prominence than the lower-level learners. Segmental changes were minimal, suggesting that both high functional and low functional load sounds involve a complex process in learning. Overall findings provide important implications for ESL curriculum planning and development: 1) intonation acquisition can be difficult; 2) skill improvement differs by proficiency level; and 3) level-specific curriculum may be needed.

Lexical bundles are considered a fundamental feature of academic writing and have been extensively studied by corpus linguists. However, while learner corpus-based studies have noted the differences between first (L1) and second languages (L2) in the production of lexical bundles, few of them have assessed the underlying causes of such differences, particularly regarding cross-linguistic transfer. The present study investigates the use of lexical bundles in professional writing in the field of Educational Psychology produced by L1 English and L1 Russian authors in order to evaluate the evidence of cross-linguistic transfer in the writing of L2 English learners with L1 Russian background and examine the patterns of L2 English lexical bundle use that mirror L1 English production. This exploratory study compares the frequency and discourse functions of lexical bundles produced by native speakers of English to those used by Russian speakers in their L2 English professional writing, as well as professional writing in their L1. The results of the study indicate that L2 English writing produced by Russian speakers displays overlap in the composition and use of lexical bundles in L1 Russian writing pointing at possible L1 transfer.

No abstract

Much language attitude research has demonstrated that people make biased judgements based on speakers’ language choice and accent. However, the influence of occupational context on listeners’ perceptions of accented English is largely unknown. This verbal guise study examined the extent to which academic contexts and workforce-related professional contexts affect listeners’ judgements of accented speech. Results revealed that simulated contexts made a significant difference in listeners’ perceptual judgements, with speakers perceived as significantly more comprehensible and acceptable in service-occupational roles than in academic contexts. These findings suggest that listeners’ speech judgements can be heavily influenced by speakers’ situational contexts. The study also provides evidence in support of the fluency principle, showing that listeners may evaluate accented speech more negatively if it requires more processing effort. The findings inform the domains of linguistic stereotyping and listeners’ attitudes towards accented speech.

Prosodic properties of a language bear multiple functions. One of such functions is to signal pragmatic meaning in spoken discourse. Speakers produce various prosodic patterns to achieve communicative goals by placing prominence onto selected syllables; changing the speed of their speech; or using rising, falling, or level tones. This relationship between prosodic patterns and discourse is fundamental to interpreting pragmatic meaning and, as such, has been observed in several pragmatic discourse elements including speech acts, (dis)agreements, and feedback markers by first (L1) and second (L2) language speakers across languages. This entry defines the relationship between prosody and pragmatics in discourse and provides a brief overview of the current research at the pragma–prosodic interface. It focuses on the prosody of speech acts, highlighting the differences in L1 and L2 perception and production of prosody. Important constructs related to pragma–prosodic success are highlighted. The entry concludes with an appraisal of the current literature and an outline of directions for future research and pedagogical applications for L2 instruction.