Why Not Non-native Varieties of English as Listening Comprehension Test Input?
Why Not Non-native Varieties of English as Listening Comprehension Test Input?
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DOI：
10.1177/0033688212473270
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发表时间：
2013-04-01
期刊：
影响因子：
3
通讯作者：
Abeywickrama, Priyanvada
中科院分区：
文献类型：
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作者：
Abeywickrama, Priyanvada
英语在目的语使用领域中存在着多种变体，这使得听力理解测试的有效性受到质疑，因为听力理解测试的输入仅限于母语变体。本研究探讨了韩国、斯里兰卡和巴西三个不同英语使用语境中的非母语变体或口音对考生英语口语的影响。研究结果表明，英语的多样性或口音的使用对考生在学术听力测试中的表现没有影响。此外，来自三个不同国家的考生表现相似，即使发言者与考生使用相同的母语。尽管有这些发现，学生仍然认为，英语母语的各种应在听力理解测试中使用。虽然这项研究建议使用非本地品种作为测试输入，但它也提出了使用这些品种的公平性问题。
The existence of different varieties of English in target language use (TLU) domains calls into question the usefulness of listening comprehension tests whose input is limited only to a native speaker variety. This study investigated the impact of non-native varieties or accented English speech on test takers from three different English use contexts: Korea, Sri Lanka and Brazil. The findings showed that the variety of English or accented speech used had no impact on test taker's performance on a listening test for academic purposes. Also test takers from the three different countries performed similarly even when the speakers shared the same native languages as the test takers. Despite these findings students still perceived that a native variety of English should be used in listening comprehension tests. Though the study suggests the use of non-native varieties as test input, it also raises questions of fairness in the use of such varieties.