Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level
Dados Bibliográficos
| ID | 19380369 |
|---|---|
| Autores | Sun‐Young Shin (0000-0002-5267-2330, Indiana University, autor correspondente), Senyung Lee (0000-0001-9796-9915, Northeastern Illinois University), Ryan Lidster (0000-0002-7734-5854, Marshall University) |
| Ano | 2021 |
| Volume | 38 |
| Fascículo | 4 |
| Páginas | 580-601 |
| Data de publicação | 2021-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Testing (JOURNAL) |
| Identificadores do periódico | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0265532220985432 |
| OpenAlex | W3124175609 |
| Idioma | EN |
| Citações recebidas | 15 |
| Referências citadas | 43 |
In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A total of 386 undergraduate and graduate students from China, Korea, and India, who were enrolled in a university in the United States, each took two listening tests. In the first session, they took a standardized listening comprehension test comprising texts recorded by native English speakers. In the second session, they took a listening comprehension test consisting of counterbalanced sets of American English-, Indian-, and Chinese-accented lectures. The results show that the shared-L1 effect is minimal. Effects are consistent for only a few narrow, detail-oriented items, on which Chinese and Korean listeners performed relatively poorly when listening to Indian speakers
Active listening · Comprehension · Language proficiency · Linguistics · Listening comprehension · Mathematics education · Communication · Computer Science · EFL/ESL Teaching and Learning · Phonetics and Phonology Research · Psychology · Reading and Literacy Development
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| Obras citantes distintas | 15 |
|---|---|
| Citações por ano | 3,75 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 15 |