Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance

Kang, Okim

doi:10.1080/15434303.2011.642631

Cited by 85 publications

(65 citation statements)

References 71 publications

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“…Although Munro () suggests that there is no need to provide raters with special training in the rating of accents because of the salient speech stream characteristics associated with accented speech (e.g., slower speaking rates along with different intonation and timing patterns), listeners may vary in the ratings they assign based on various experiences and abilities. For example, Kang () found that teaching experience played a significant role in the accentedness ratings assigned to speech samples produced by international teaching assistants. Similarly, musically trained raters may be more sensitive to foreign accents than those without such training (Isaacs & Trofimovich, ).…”

Section: Background To the Studymentioning

confidence: 99%

L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

O’Brien

2014

Language Learning

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In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as a L2 with varying levels of German proficiency rated German speech produced by native speakers and fellow learners of German along three continua: accentedness, fluency, and comprehensibility. An examination of speech stream (i.e., phonological, fluency based, and lexical/grammatical) characteristics along with partial correlations indicates both that the raters distinguished among the three concepts but that they conflated the term fluency with proficiency. Self‐reported proficiency in German and linguistic training were the best predictors of the ratings assigned.

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Section: Background To the Studymentioning

confidence: 99%

L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

O’Brien

2014

Language Learning

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“…Overall, our results suggest that student attitudes towards NNS teachers may be positive even when students indicated that a teacher had a pronounced accent, as the students still rated them as acceptable. This shows that, from a student's perspective, factors other than accent may more heavily influence a student's attitude towards a teacher (Kang, 2012). Furthermore, exposing language learners to a variety of accents has the potential to equip them with better listening skills ; thus the exposure would benefit students.…”

Section: Discussionmentioning

confidence: 99%

“…listener background characteristics, such as differential exposure to particular varieties of L2 accented speech) that could have bearing on their judgements of oral performance, instructional competence or other social measures (e.g. Hsieh, 2011; Kang, 2008Kang, , 2012. …”

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confidence: 99%

Second Language Pronunciation Assessment

Fulcher¹,

Browne²

2016

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, etc. -deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITIONFull details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation AssessmentInterdisciplinary Perspectives All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERSThe policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India. Printed and bound in the UK by the CPI Books Group Ltd. Printed and bound in the US by Edwards Brothers Malloy, Inc. In Memory of Alan Davies and Danielle Guénette AcknowledgementsThis edited volume, which brings together different but complementary research perspectives to establish a common platform in which to discuss issues relevant to assessing second language (L2) pronunciation, would not have been possible without the contributions and commitment of the authors, who explore key issues through different disciplinary lenses in the chapters that make up this volume. The vision for the book arose during a cold Canadian winter at the beginning of the second decade of the 21st century, when a sense of momentum for i...

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“…Kang () found that these suprasegmentals were relevant to undergraduates' ratings of ITAs' teaching as well as of their speech: 18% to 19% of variation in ratings of oral proficiency and instructional competence were attributable to measures of the ITAs' prosody. Another 7% to 9% was attributable to aspects of the raters' own backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Language attitudes and the ‘ITA problem’: Undergraduate reactions to instructors' (non)nativeness and pitch variation

Lindemann

Clower

2020

Int J App Linguistics

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This language attitudes study investigates the roles of international teaching assistants' (ITAs') pitch variation and native language in listener reactions. Ninety‐five undergraduates rated native speakers of English and Korean, who had recorded a teaching‐related text once with monotone intonation and once with more varied intonation, on traits used in language attitude (status, solidarity) and ITA (teaching competence, comprehensibility) research. Teacher competence ratings were closely linked to attitudinal ratings. Greater pitch variation was rated more positively on both, while native language played little role. Positive ratings of Korean speakers may be attributed to listeners' difficulty in identifying their (nativelike) accents. Native language was nevertheless central to comprehensibility ratings. Implications include the need to recognize listener as well as speaker roles in (I)TA training and research.

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Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance

Cited by 85 publications

References 71 publications

L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

L2 Learners’ Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

Second Language Pronunciation Assessment

Language attitudes and the ‘ITA problem’: Undergraduate reactions to instructors' (non)nativeness and pitch variation

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