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This book is open access under a CC BY licence. It spans the areas
of assessment, second language acquisition (SLA) and pronunciation
and examines topical issues and challenges that relate to formal
and informal assessments of second language (L2) speech in
classroom, research and real-world contexts. It showcases insights
from assessing other skills (e.g. listening and writing) and
highlights perspectives from research in speech sciences, SLA,
psycholinguistics and sociolinguistics, including lingua franca
communication, with concrete implications for pronunciation
assessment. This collection will help to establish commonalities
across research areas and facilitate greater consensus about key
issues, terminology and best practice in L2 pronunciation research
and assessment. Due to its interdisciplinary nature, this book will
appeal to a mixed audience of researchers, graduate students,
teacher-educators and exam board staff with varying levels of
expertise in pronunciation and assessment and wide-ranging
interests in applied linguistics.
Intelligibility has been widely regarded as an appropriate goal for
second language pronunciation teaching. Yet there is no universal
definition of intelligibility, nor a field-wide consensus on how to
best measure it. Further, there is little empirical evidence to
suggest which pronunciation features are most critical for
intelligibility. This mixed methods study investigates whether
intelligibility is an appropriate criterion for assessing
pronunciation proficiency in the academic domain. Speech samples of
19 non-native speaking graduate students were elicited using the
TSE, a standardized spoken proficiency test often used to screen
international teaching assistants. Results of a fined-grained
analysis of the speech data coupled with intelligibility ratings of
18 undergraduate students suggest that intelligibility, though an
adequate assessment criterion, is a necessary but not a sufficient
condition for graduate students to instruct undergraduate courses.
The insights offered by this empirical study and state-of-the art
introduction on intelligibility are pertinent to anyone with an
interest in spoken language assessment, pronunciation pedagogy, or
mixed methods research.
This book is open access under a CC BY licence. It spans the areas
of assessment, second language acquisition (SLA) and pronunciation
and examines topical issues and challenges that relate to formal
and informal assessments of second language (L2) speech in
classroom, research and real-world contexts. It showcases insights
from assessing other skills (e.g. listening and writing) and
highlights perspectives from research in speech sciences, SLA,
psycholinguistics and sociolinguistics, including lingua franca
communication, with concrete implications for pronunciation
assessment. This collection will help to establish commonalities
across research areas and facilitate greater consensus about key
issues, terminology and best practice in L2 pronunciation research
and assessment. Due to its interdisciplinary nature, this book will
appeal to a mixed audience of researchers, graduate students,
teacher-educators and exam board staff with varying levels of
expertise in pronunciation and assessment and wide-ranging
interests in applied linguistics.
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