the present investigation, we compare the speech by 18 Chinese learners of German at the low–intermediate level with six native German speakers. It is by now well documented that the prosody of the second language can be influenced by the learner’s native language. German has lexical stress and has been described as stress-timed, while Mandarin Chinese has lexical tone and has been described as syllable-timed.
The present study investigates the possible prosodic deviance due to foreign accent in the German speech by Chinese speakers. When separate analyses were done on two language subgroups within the sample, prosody was always found to be significantly related to the global ratings, whereas this was not always true for the other variables investigated. An analysis of the 60 speakers showed that whereas deviance in segmentals, prosody, and syllable structure all showed a significant influence on the pronunciation ratings, the prosodic variable proved to have the strongest effect. The deviance found in each area of pronunciation was then correlated with the pronunciation ratings using Pearson correlations and multiple regression. Sixty reading passage speech samples from SPEAK Test tapes of speakers from 11 language groups were rated impressionistically on pronunciation and later analyzed for deviance in segmentals, prosody, and syllable structure. This study investigated the relationship between experienced SPEAK Test raters' judgments of nonnative pronunciation and actual deviance in segmentals, prosody, and syllable structure. Points out areas of PI research in need of further empirical attention and methodological refinement. Second language acquisition research generally and in comparison with other reviews of PI (e.g. We also discuss the findings in relation to instructed We interpret theseĪnd other results with respect to their practical and pedagogical relevance. (i) longer interventions, (ii) treatments providing feedback, and (iii) more controlled outcome measures. In addition, moderator analyses revealed larger effects for Aggregated results showed a generally large effect for PI (d = 0.89 and 0.80 for N-weighted within- and between-group contrasts, respectively). Each study was then coded on substantive and methodological features as well as study outcomes Toward this end, a comprehensive search for primary studies was conducted, yielding 86 unique The goal of this study was to determine the overall effects of pronunciation instruction (PI) as well as the sources and extent The suprasegmental measures collectively accounted for 50% of the variance in oral proficiency and comprehensibility ratings, even without taking into consideration other aspects of oral performance or of rater predilections. The innovative aspect of this study lies in the fact that the multiple features of accentedness were measured via instrumentation rather than being rated by judges who may, themselves, be subject to rating biases. A multiple regression analysis revealed the individual and joint predictiveness of each of the suprasegmental measures.
undergraduates (n = 188) judged the speakers’ oral proficiency and comprehensibility. Twenty-six speech samples elicited from iBT TOEFL® examinees were analyzed using a KayPENTAX Computerized Speech Laboratory. It examines relations between those acoustic measures of accentedness and listeners’ impressions of second-language oral proficiency. The present study addresses a constellation of suprasegmental characteristics of nonnative speakers of accented English, combining indices of speech rate, pause, and intonation. Prior studies of English language learners’ (ELLs’) pronunciation have focused on single parameters of English, such as vowel duration, fundamental frequency as related to intonation, or temporal measures of speech production. In high-stakes oral proficiency testing as well as in everyday encounters, accent is the most salient aspect of nonnative speech.
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