Dustin Crowther
Datos Biográficos
| ID | 143309 |
|---|---|
| NOMBRE | Dustin Crowther |
| NOMBRES | Dustin |
| APELLIDO | Crowther |
| FIRMA | CROWTHER D |
| AFILIACIONES | University of Hawaiʻi at Mānoa |
| ORCID | 0000-0002-4399-0169 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 59 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Pronunciation for Less Commonly Taught Languages
Evidence has mounted for the effectiveness of second language pronunciation instruction. Given the critical role instructors play in implementing effective instruction, one line of inquiry has been to better understand instructors’ beliefs and practices as they relate to second language pronunciation teaching and learning. A critical gap, however, is that such research has focused primarily on English, with only limited focus on languages other t…
Teaching for Intelligibility
In 2005, TESOL Quarterly published John Levis's highly influential paper “Changing contexts and shifting paradigms in pronunciation teaching.” As part of TESOL Quarterly's 60th anniversary issue, I review the extent to which Levis's advocacy for intelligibility over nativelikeness in second language (L2) pronunciation learning and teaching has been addressed empirically and implemented pedagogically. I begin with a review of three key global dime…
Cluster Analysis
Cluster analysis is a cover term for analytical techniques that allow for the classification of objects into subgroups. Objects within a subgroup share similar characteristics but are different from objects observed in other subgroups. Increased use of cluster analysis in second‐language acquisition (SLA) research has brought greater attention to field‐specific use of this analytical technique. This entry builds off of a prior encyclopedia entry,…
Comprehensibility
Comprehensibility refers to listeners' perceived ease or difficulty of understanding a second language (L2) speaker's given utterance. Primarily assessed through scalar ratings, comprehensibility is a subjective measure that is thought to reflect listeners' instant and impressionistic judgments of L2 speech. Importantly, listeners' judgments of comprehensibility tend to be higher than their judgments of nativelikeness, indicating that L2 speakers…
Intelligibility and comprehensibility across Aptis Speaking tasks
Current Aptis Speaking rubrics reflect Common European Framework of Reference (CEFR) Phonological Control descriptors, which were revised in 2018 to better emphasize the intelligibility of second language (L2) speech. The present study investigates the validity of Aptis Speaking scores and related CEFR-based interpretations by comparing official Aptis Speaking scores to laypersons’ assessments of intelligibility, a measure of accuracy of understa…
The relationship between intelligibility and comprehensibility in second language speech
This study examined the relationship between intelligibility and comprehensibility in second language speech. Four extended speech samples from 50 speakers spanning a wide range of proficiency were drawn from archived test data. These samples were listened to by 570 English users, who provided comprehensibility ratings and transcriptions to measure intelligibility. The relationship between intelligibility and comprehensibility was strong ( r = .8…
A Comparative Case Study of Gelt Implementation in U.S. ‐Based University English Language Programs
The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course…
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy
One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquis…
Instructed Second Language Acquisition and Second Language Pronunciation
Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effec…
Speaking performances, stakeholder perceptions, and test scores
The extrapolation of test scores to a target domain—that is, association between test performances and relevant real-world outcomes—is critical to valid score interpretation and use. This study examined the relationship between Duolingo English Test (DET) speaking scores and university stakeholders’ evaluation of DET speaking performances. A total of 190 university stakeholders (45 faculty members, 39 administrative staff, 53 graduate students, 5…
Second language speech comprehensibility
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning . While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research…
Revisiting US Undergraduate Perceptions of Non-native English Varieties
As the global importance of English and its proportion of non-native speakers have continued to grow, research on Global Englishes has prioritized non-native speakers’ changing attitudes toward non-native varieties. To investigate changes in attitudes among ‘Inner Circle’ English speakers, we conceptually replicated Lindemann’s (2005) survey of Millennial US undergraduates’ attitudes toward global English varieties with a sample of Generation Z u…
Foreign language learning in a specialized institution
Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4‐year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI, a US military academy. Four FL majors (i.e., …
Second language speech comprehensibility
Published in Language Learning in 1995, Munro and Derwing's* investigation of foreign accent, comprehensibility, and intelligibility in second language (L2) speech instigated significant change in L2 pronunciation research (Levis, 2020). A key finding was that despite the presence of a foreign accent, listeners could indeed comprehend L2 speech. Within their framework, comprehension of L2 speech was assessed along two dimensions. The first, intel…
Methodological Synthesis of Cluster Analysis in Second Language Research
We present a review of second language researchers' use of cluster analysis, an advanced statistical method still uncommon but increasingly used to identify groups or patterns in a dataset and to examine group differences. After describing key methodological considerations in conducting cluster analysis, we present a methodological synthesis of 65 studies published between 1989 and 2018 that employed cluster analysis. We specifically review the u…
Language Investment during University Adjustment
International students encounter academic and social adjustments different than those of their domestic peers. Of particular concern is language proficiency, specifically students’ investment in continual language development throughout university study. In the current article, I present a comparative case study of two Chinese freshmen (Jenn, Angela) completing university study in the United States. Each participant completed seven individual, 60…
A methodological synthesis and meta-analysis of judgment tasks in second language research
Judgment tasks (JTs, often called acceptability or grammaticality judgment tasks) are found extensively throughout the history of second language (L2) research. Data from such instruments have been used to investigate a range of hypotheses and phenomena, from generativist theories to instructional effectiveness. Though popular and convenient, JTs have engendered considerable controversy, with concerns often centered on their construct validity in…
Second Language Acquisition and world Englishes
In spite of the explosive growth in the global use of English, the subfields of Second Language Acquisition and world Englishes have failed to establish a synergistic relationship that can propel both areas of research forward well into the 21st century. In this pedagogically-oriented article, we survey how previously established barriers between these vibrant disciplines have begun to erode, and illustrate how increased dialogue between both str…
Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom
Due to ongoing increases in global mobility and migration, global citizens consistently find themselves in contact with a range of linguistic and cultural backgrounds (Zhu, 2011).Through a growing focus on multilingualism in second language (L2) research (i.e., Ortega, 2013), greater recognition has been given to the complex multilingual repertoires of language users across the globe (Blommaert, 2010).However, a primarily pedagogical focus on the…
Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts
This exploratory study investigated whether joint attention through eye gaze was predictive of second language (L2) speakers’ responses to recasts. L2 English learners ( N = 20) carried out communicative tasks with research assistants who provided feedback in response to non-targetlike (non-TL) forms. Their interaction was audio-recorded and their eye gaze behavior was tracked simultaneously using the faceLAB system. Transcripts were coded for ch…
Second Language Comprehensibility Revisited
The current study investigated first language (L1) effects on listener judgment of comprehensibility and accentedness in second language (L2) speech. The participants were 45 university‐level adult speakers of English from three L1 backgrounds (Chinese, Hindi, Farsi), performing a picture narrative task. Ten native English listeners used continuous sliding scales to evaluate the speakers' audio recordings for comprehensibility and accentedness as…
A methodological synthesis and meta-analysis of judgment tasks in second language research
Judgment tasks (JTs, often called acceptability or grammaticality judgment tasks) are found extensively throughout the history of second language (L2) research. Data from such instruments have been used to investigate a range of hypotheses and phenomena, from generativist theories to instructional effectiveness. Though popular and convenient, JTs have engendered considerable controversy, with concerns often centered on their construct validity in…
Second Language Comprehensibility Revisited
The current study investigated first language (L1) effects on listener judgment of comprehensibility and accentedness in second language (L2) speech. The participants were 45 university‐level adult speakers of English from three L1 backgrounds (Chinese, Hindi, Farsi), performing a picture narrative task. Ten native English listeners used continuous sliding scales to evaluate the speakers' audio recordings for comprehensibility and accentedness as…
Methodological Synthesis of Cluster Analysis in Second Language Research
We present a review of second language researchers' use of cluster analysis, an advanced statistical method still uncommon but increasingly used to identify groups or patterns in a dataset and to examine group differences. After describing key methodological considerations in conducting cluster analysis, we present a methodological synthesis of 65 studies published between 1989 and 2018 that employed cluster analysis. We specifically review the u…
Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts
This exploratory study investigated whether joint attention through eye gaze was predictive of second language (L2) speakers’ responses to recasts. L2 English learners ( N = 20) carried out communicative tasks with research assistants who provided feedback in response to non-targetlike (non-TL) forms. Their interaction was audio-recorded and their eye gaze behavior was tracked simultaneously using the faceLAB system. Transcripts were coded for ch…
Language Investment during University Adjustment
International students encounter academic and social adjustments different than those of their domestic peers. Of particular concern is language proficiency, specifically students’ investment in continual language development throughout university study. In the current article, I present a comparative case study of two Chinese freshmen (Jenn, Angela) completing university study in the United States. Each participant completed seven individual, 60…
Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom
Due to ongoing increases in global mobility and migration, global citizens consistently find themselves in contact with a range of linguistic and cultural backgrounds (Zhu, 2011).Through a growing focus on multilingualism in second language (L2) research (i.e., Ortega, 2013), greater recognition has been given to the complex multilingual repertoires of language users across the globe (Blommaert, 2010).However, a primarily pedagogical focus on the…
A Comparative Case Study of Gelt Implementation in U.S. ‐Based University English Language Programs
The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course…
Second language speech comprehensibility
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning . While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research…
Second language speech comprehensibility
Published in Language Learning in 1995, Munro and Derwing's* investigation of foreign accent, comprehensibility, and intelligibility in second language (L2) speech instigated significant change in L2 pronunciation research (Levis, 2020). A key finding was that despite the presence of a foreign accent, listeners could indeed comprehend L2 speech. Within their framework, comprehension of L2 speech was assessed along two dimensions. The first, intel…
Second Language Acquisition and world Englishes
In spite of the explosive growth in the global use of English, the subfields of Second Language Acquisition and world Englishes have failed to establish a synergistic relationship that can propel both areas of research forward well into the 21st century. In this pedagogically-oriented article, we survey how previously established barriers between these vibrant disciplines have begun to erode, and illustrate how increased dialogue between both str…
Instructed Second Language Acquisition and Second Language Pronunciation
Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effec…
Foreign language learning in a specialized institution
Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4‐year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI, a US military academy. Four FL majors (i.e., …
Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts
This exploratory study investigated whether joint attention through eye gaze was predictive of second language (L2) speakers’ responses to recasts. L2 English learners ( N = 20) carried out communicative tasks with research assistants who provided feedback in response to non-targetlike (non-TL) forms. Their interaction was audio-recorded and their eye gaze behavior was tracked simultaneously using the faceLAB system. Transcripts were coded for ch…
Second Language Comprehensibility Revisited
The current study investigated first language (L1) effects on listener judgment of comprehensibility and accentedness in second language (L2) speech. The participants were 45 university‐level adult speakers of English from three L1 backgrounds (Chinese, Hindi, Farsi), performing a picture narrative task. Ten native English listeners used continuous sliding scales to evaluate the speakers' audio recordings for comprehensibility and accentedness as…
Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom
Due to ongoing increases in global mobility and migration, global citizens consistently find themselves in contact with a range of linguistic and cultural backgrounds (Zhu, 2011).Through a growing focus on multilingualism in second language (L2) research (i.e., Ortega, 2013), greater recognition has been given to the complex multilingual repertoires of language users across the globe (Blommaert, 2010).However, a primarily pedagogical focus on the…
Second Language Acquisition and world Englishes
In spite of the explosive growth in the global use of English, the subfields of Second Language Acquisition and world Englishes have failed to establish a synergistic relationship that can propel both areas of research forward well into the 21st century. In this pedagogically-oriented article, we survey how previously established barriers between these vibrant disciplines have begun to erode, and illustrate how increased dialogue between both str…
Language Investment during University Adjustment
International students encounter academic and social adjustments different than those of their domestic peers. Of particular concern is language proficiency, specifically students’ investment in continual language development throughout university study. In the current article, I present a comparative case study of two Chinese freshmen (Jenn, Angela) completing university study in the United States. Each participant completed seven individual, 60…
A methodological synthesis and meta-analysis of judgment tasks in second language research
Judgment tasks (JTs, often called acceptability or grammaticality judgment tasks) are found extensively throughout the history of second language (L2) research. Data from such instruments have been used to investigate a range of hypotheses and phenomena, from generativist theories to instructional effectiveness. Though popular and convenient, JTs have engendered considerable controversy, with concerns often centered on their construct validity in…
Methodological Synthesis of Cluster Analysis in Second Language Research
We present a review of second language researchers' use of cluster analysis, an advanced statistical method still uncommon but increasingly used to identify groups or patterns in a dataset and to examine group differences. After describing key methodological considerations in conducting cluster analysis, we present a methodological synthesis of 65 studies published between 1989 and 2018 that employed cluster analysis. We specifically review the u…
Second language speech comprehensibility
Published in Language Learning in 1995, Munro and Derwing's* investigation of foreign accent, comprehensibility, and intelligibility in second language (L2) speech instigated significant change in L2 pronunciation research (Levis, 2020). A key finding was that despite the presence of a foreign accent, listeners could indeed comprehend L2 speech. Within their framework, comprehension of L2 speech was assessed along two dimensions. The first, intel…
Revisiting US Undergraduate Perceptions of Non-native English Varieties
As the global importance of English and its proportion of non-native speakers have continued to grow, research on Global Englishes has prioritized non-native speakers’ changing attitudes toward non-native varieties. To investigate changes in attitudes among ‘Inner Circle’ English speakers, we conceptually replicated Lindemann’s (2005) survey of Millennial US undergraduates’ attitudes toward global English varieties with a sample of Generation Z u…
Foreign language learning in a specialized institution
Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4‐year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI, a US military academy. Four FL majors (i.e., …
Speaking performances, stakeholder perceptions, and test scores
The extrapolation of test scores to a target domain—that is, association between test performances and relevant real-world outcomes—is critical to valid score interpretation and use. This study examined the relationship between Duolingo English Test (DET) speaking scores and university stakeholders’ evaluation of DET speaking performances. A total of 190 university stakeholders (45 faculty members, 39 administrative staff, 53 graduate students, 5…
Second language speech comprehensibility
Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning . While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we consider what an active and informative research…
Cluster Analysis
Cluster analysis is a cover term for analytical techniques that allow for the classification of objects into subgroups. Objects within a subgroup share similar characteristics but are different from objects observed in other subgroups. Increased use of cluster analysis in second‐language acquisition (SLA) research has brought greater attention to field‐specific use of this analytical technique. This entry builds off of a prior encyclopedia entry,…
Comprehensibility
Comprehensibility refers to listeners' perceived ease or difficulty of understanding a second language (L2) speaker's given utterance. Primarily assessed through scalar ratings, comprehensibility is a subjective measure that is thought to reflect listeners' instant and impressionistic judgments of L2 speech. Importantly, listeners' judgments of comprehensibility tend to be higher than their judgments of nativelikeness, indicating that L2 speakers…
Intelligibility and comprehensibility across Aptis Speaking tasks
Current Aptis Speaking rubrics reflect Common European Framework of Reference (CEFR) Phonological Control descriptors, which were revised in 2018 to better emphasize the intelligibility of second language (L2) speech. The present study investigates the validity of Aptis Speaking scores and related CEFR-based interpretations by comparing official Aptis Speaking scores to laypersons’ assessments of intelligibility, a measure of accuracy of understa…
The relationship between intelligibility and comprehensibility in second language speech
This study examined the relationship between intelligibility and comprehensibility in second language speech. Four extended speech samples from 50 speakers spanning a wide range of proficiency were drawn from archived test data. These samples were listened to by 570 English users, who provided comprehensibility ratings and transcriptions to measure intelligibility. The relationship between intelligibility and comprehensibility was strong ( r = .8…
A Comparative Case Study of Gelt Implementation in U.S. ‐Based University English Language Programs
The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course…
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy
One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquis…
Instructed Second Language Acquisition and Second Language Pronunciation
Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effec…
Pronunciation for Less Commonly Taught Languages
Evidence has mounted for the effectiveness of second language pronunciation instruction. Given the critical role instructors play in implementing effective instruction, one line of inquiry has been to better understand instructors’ beliefs and practices as they relate to second language pronunciation teaching and learning. A critical gap, however, is that such research has focused primarily on English, with only limited focus on languages other t…
Teaching for Intelligibility
In 2005, TESOL Quarterly published John Levis's highly influential paper “Changing contexts and shifting paradigms in pronunciation teaching.” As part of TESOL Quarterly's 60th anniversary issue, I review the extent to which Levis's advocacy for intelligibility over nativelikeness in second language (L2) pronunciation learning and teaching has been addressed empirically and implemented pedagogically. I begin with a review of three key global dime…
Psychology (13 obras) · EFL/ESL Teaching and Learning (12 obras) · Linguistics (12 obras) · Phonetics and Phonology Research (8 obras) · Computer Science (7 obras) · Sociology (7 obras) · Linguistic Variation and Morphology (6 obras) · Multilingual Education and Policy (6 obras) · Speech and dialogue systems (6 obras) · Pedagogy (5 obras)