Intelligibility and pedagogy

Berns, Margie

doi:10.1111/weng.12328

Cited by 3 publications

(2 citation statements)

References 9 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Speech understandability. Following Smith and Nelson [84], Kachru and Smith [67], Nejjari et al [27,28], Bayyurt [85], and Berns [86] three questions were used to measure speech understandability and more specifically the ability (1) to literally recognize words (intelligibility), (2) to understand the meaning of the words within the context (comprehensibility), and (3) to understand the intention of the speaker / purpose of the message (interpretability) (see screenshots of questionnaire questions S4-6).…”

Section: Plos Onementioning

confidence: 99%

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

et al. 2020

View full text Add to dashboard Cite

How well L2 English is understood and how L2 English speakers perceive one another within varying communication contexts has been studied relatively rarely, even though most speakers of English in the world are L2 speakers. In this matched-guise experiment (N = 1699) the effects of L1 and L2 English accents and communication context were tested on speech understandability (intelligibility, comprehensibility, interpretability) and speaker evaluations (status, affect, dynamism). German (N = 617), Spanish (N = 540), and Singaporean listeners (N = 542) were asked to evaluate three accents (Dutch-accented English, standard British English, standard American English) in three communication contexts (Lecture, Audio Tour, Job Pitch). The main finding is that the Dutch-accented English accent was understood as well as the two L1 English accents. Furthermore, Dutch-accented English evoked equally positive evaluations to the two L1 English accents in German listeners, and more positive evaluations than the two L1 English accents in Spanish and Singaporean listeners. These results suggest that accent training aimed at achieving an L1 English accent may not always be necessary for (Dutch) English language learners, especially when they are expected to mostly interact with other L2 speakers of English. More generally, our results indicate that L2 English speakers' understanding and their evaluation of L1 and L2 Englishes would not seem to reflect traditional language norms. Instead, they seem to reflect the socio-cultural embedding of a language norm in a Lingua Franca English speech community that does not view accent varieties as a hindrance to successful communication.

show abstract

Section: Plos Onementioning

confidence: 99%

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Indonesia and Korea). Many studies have been conducted within WE framework in Asia, with various topics such as World Englishes and English as a lingua franca (Ishikawa, 2016) and World Englishes and international intelligibility (Bayyurt, 2018;Berns, 2018). Thus, World Englishes has become a popular scope for language experts in conducting their study.…”

Section: Introductionmentioning

confidence: 99%

An Investigation Into Foreign Pre-Service Teacher’s Intelligibility in an International Teaching Program

Wirza¹

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

View full text Add to dashboard Cite

In this globalization era, schools have grown diverse where in one classroom both teachers and students do not share the same language and culture. This condition gains interests from pre-service teachers to be participating in international teaching practicum programs. To be successful in this program, teachers are required to acquire the requisite abilities to teach both linguistically and culturally diverse classroom. This issue highlights the interaction between students and teachers when both sides have different linguistic and cultural background. Thus, this study intends to see the pre-service teacher's intelligibility, which is important to see the success of learning and teaching process in the classroom. This study also aims to check how the pre-service teacher overcomes the challenges in communication within foreign country. The participants of this study are a foreign pre-service teacher with both linguistically and culturally diverse background and Indonesian junior high school students grade VII. This study employs qualitative case study design, with multiple sources to gather the data needed such as classroom observation and interview. The data analysis is expected to reveal the level of intelligibility from the pre-service teacher who is participating in the international teaching program and the elaboration from how to overcome the challenges within international communication during the teaching and learning process in the classroom.

show abstract

Integrating Global Citizenship and Global Competence into a General English Course: A Case Study

Oh¹

2022

J. Educ. Int. Underst.

View full text Add to dashboard Cite

Intelligibility and pedagogy

Cited by 3 publications

References 9 publications

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

Where does a ‘foreign’ accent matter? German, Spanish and Singaporean listeners’ reactions to Dutch-accented English, and standard British and American English accents

An Investigation Into Foreign Pre-Service Teacher’s Intelligibility in an International Teaching Program

Integrating Global Citizenship and Global Competence into a General English Course: A Case Study

Contact Info

Product

Resources

About