What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors
What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors
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英语作为第二语言的人的可理解和类似母语的发音有何特点？ 语音、评分者和教学因素的元分析
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发表时间：
2021
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通讯作者：
Kazuya Saito
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作者：
Kazuya Saito
本研究通过两个元分析来探讨英语作为第二语言者的可理解性和母语发音的评估和教学的基础。在研究1中，听众研究（n = 37）检索检查的影响，节段，韵律，和时间的特点，对听众的直观判断的可理解性和nativelikeness/ accentedness根据不同的听众背景（专家，混合，L2）。在研究2中，检索了17项训练研究，研究了音段、韵律和基于时间的教学对ESL学习者发音的影响。结果表明：（a）可理解性判断与一系列的音段、韵律和时间特征有关;（B）重音判断与参与者辅音和元音的正确发音密切相关;（c）教学导致可理解性比母语获得更大的收益。主持人分析表明，专家听众更依赖于语音信息。更大的教学效果的可理解性比nativelikeness变得更加清晰，特别是当治疗针对韵律的准确性。研究结果表明，ESL从业者应该优先考虑超音段练习，以帮助学生实现可理解的L2发音。相比之下，要达到与母语发音相似的发音，可能需要专门关注音段准确性的改进，这对教学的影响是有抵抗力的。这些项目着眼于全球第二语言发音能力的不同方面。而Suzuki et al. Crowther的重点在于感知的重复性（而不是准确性）的声学相关性，Crowther的报告旨在提供对可理解性，强调性和可理解性的全面分析。在这里，我想说的是，这个话题（即，听众对外国口音讲话的直觉反应的重要性）将继续成为该领域的一个重要研究议程，因为元分析（包括我的）的发现将有助于我们设计和开展更严格的方法学未来的研究。第二语言发音能力的框架：（a）正确地发音辅音和元音（即，分段准确性），（B）在单词和句子水平上分配足够的重音（即，韵律准确性），以及（c）以最佳克里思传递语音（即，暂时性）。相应的音段、韵律和时间分析措施在支持信息中进行了总结。
The current study presents two meta-analyses to explore what underlies the assessment and teaching of comprehensible and nativelike pronunciation among English-as-a-Second-Language speakers. In Study 1, listener studies (n = 37) were retrieved examining the influence of segmental, prosodic, and temporal features on listeners’ intuitive judgements of comprehensibility and nativelikeness/ accentedness as per different listener backgrounds (expert, mixed, L2). In Study 2, training studies (n = 17) were retrieved examining the effects of segmental, prosodic, and temporal-based instruction on ESL learners’ pronunciation. The results showed that (a) comprehensibility judgements were related to a range of segmental, prosodic, and temporal features; (b) accentedness judgements were strongly tied to participants’ correct pronunciation of consonants and vowels; and (c) instruction led to larger gains in comprehensibility than in nativelikeness. Moderator analyses demonstrated that expert listeners were more reliant on phonological information. Greater effects of instruction on comprehensibility than nativelikeness became clearer, especially when the treatment targeted prosodic accuracy. The findings suggest that ESL practitioners should prioritize suprasegemental practice to help students achieve comprehensible L2 pronunciation. The attainment of nativelike pronunciation, by contrast, may require an exclusive focus on the refinement of segmental accuracy, which is resistant to the influence of instruction. these projects have looked at different dimensions of global L2 pronunciation proficiency. Whereas Suzuki et al.’s focus lies in the acoustic correlates of perceived fluency (rather than accuracy), Crowther’s report aims to provide a comprehensive analysis of comprehensibility, accentedness, and intelligibility. Here I would like to claim that the topic (i.e., what matters for listeners’ intuitive reactions to foreign accented speech) will continue to grow as an important research agenda in the field, given that the findings of the meta-analyses (including mine) will help us design and carry out future studies with more rigorous methodologies. framework of L2 pronunciation proficiency: (a) pronouncing consonants and vowels correctly (i.e., segmental accuracy), (b) assigning adequate stress at the word and sentence levels (i.e., prosodic accuracy), and (c) delivering speech at an optimal tempo (i.e., temporal fluency). The corresponding segmental, prosodic, and temporal analysis measures are summarized in Supporting Information.