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Accent and Listening Assessment: A Validation Study of the Use of Speakers with L2 Accents on an Academic English Listening Test New edition [Kõva köide]

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  • Formaat: Hardback, 294 pages, kõrgus x laius: 210x148 mm, kaal: 480 g
  • Sari: Language Testing and Evaluation 21
  • Ilmumisaeg: 29-Apr-2011
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631609396
  • ISBN-13: 9783631609392
Teised raamatud teemal:
Accent and Listening Assessment: A Validation Study of the Use of Speakers with L2 Accents on an Academic English Listening Test New editionSuurem pilt
  • Formaat: Hardback, 294 pages, kõrgus x laius: 210x148 mm, kaal: 480 g
  • Sari: Language Testing and Evaluation 21
  • Ilmumisaeg: 29-Apr-2011
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631609396
  • ISBN-13: 9783631609392
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783631609392.html
Märksõnad:
Given the linguistically diverse nature of academic institutions in English-speaking contexts, a strong rationale exists for the incorporation of L2 accents of English in academic listening assessment on the grounds of authenticity and construct representation. However large-scale tests have tended to feature only native-speaker varieties in listening test input owing to concerns about the intelligibility of L2 accents, construct validity and acceptability. This book presents a mixed-methods study designed to address these concerns. Versions of the University Test of English as a Second Language (UTESL) featuring Australian English, Japanese and Mandarin Chinese accented speakers were used to explore the potential for a shared-L1 or familiarity advantage, and to investigate test-takers’ attitudes towards L2 accents on a listening test. Implications are drawn for test development and for future research.
Acknowledgements 5(1)
Table of contents
6(5)
List of Tables
11(4)
List of Figures
15(2)
Chapter 1 Introduction
17(14)
1.1 The challenge of EIL for language testing
17(1)
1.2 Conceptualising accent
18(2)
1.3 The orthodox approach to accent in listening test design
20(5)
1.4 A rationale for diverse accents in EAP listening assessment
25(3)
1.4.1 Authenticity and the TLU domain
25(1)
1.4.2 Construct representation of EAP listening ability
26(1)
1.4.3 Test consequences
27(1)
1.5 Problem statement and aim
28(1)
1.6 Outline of the book
28(3)
Chapter 2 Literature Review
31(27)
2.1 Listening to L2 accents: a cognitive perspective
31(19)
2.1.1 Intelligibility and the listening comprehension process
31(3)
2.1.2 Listening costs associated with L2 speech
34(3)
2.1.3 The accent-intelligibility distinction
37(3)
2.1.4 Intelligibility as listener-speaker related
40(4)
2.1.5 Familiarity and shared-Ll effects in L2 listening research
44(6)
2.2 Listening to L2 accents: a social perspective
50(3)
2.2.1 Attitudes towards accent and accented speakers
50(2)
2.2.2 Altitudes and comprehension
52(1)
2.3 A preliminary study of test-taker perceptions
53(3)
2.4 Summary
56(2)
Chapter 3 Research design
58(8)
3.1 Stages of research
58(1)
3.2 Stage one
58(3)
3.3 Stage two
61(4)
3.4 Stage three
65(1)
Chapter 4 Construction of test materials
66(16)
4.1 The UTESL listening sub-test
66(3)
4.1.1 Background
66(1)
4.1.2 Listening subtest: format and specifications
66(1)
4.1.3 Description of selected materials
67(2)
4.2 Speaker selection
69(12)
4.2.1 Aims
69(1)
4.2.2 Methods
69(7)
4.2.3 Results
76(4)
4.2.4 Representativeness of selected speakers
80(1)
4.3 Construction of a diverse-accents UTESL (DA-UTESL)
81(1)
Chapter 5 Differential Item Functioning
82(68)
5.1 Research questions
82(1)
5.2 Methodological considerations
83(5)
5.2.1 An overview of differential item functioning (DIF)
83(2)
5.2.2 Selection of DIF procedures in the current study
85(2)
5.2.3 DIF as part of a broad methodology
87(1)
5.3 Methods
88(6)
5.3.1 Participants
88(2)
5.3.2 Instruments
90(2)
5.3.3 Data collection procedure
92(1)
5.3.4 Scoring
93(1)
5.4 Preliminary analyses
94(17)
5.4.1 Test and item analysis
94(7)
5.4.2 Language Experience Questionnaire analysis
101(5)
5.4.3 Betwcen-groups performance
106(5)
5.5 DIF detection procedures
111(7)
5.5.1 Overview of analytical procedures
111(1)
5.5.2 Matching groups
112(3)
5.5.3 Calculating DIF
115(3)
5.6 DIF in Sleep (Kaori -- Japanese accent)
118(2)
5.6.1 Shared-Ll analysis results
118(1)
5.6.2 Familiarity analysis results
119(1)
5.7 DIF in The Oldest Old (Jun -- Mandarin Chinese accent)
120(3)
5.7.1 Shared-Ll analysis
120(1)
5.7.2 Familiarity analysis
121(2)
5.8 Evidence of accent-related DIF
123(21)
5.8.1 Analysis of exemplar items in Sleep
124(4)
5.8.2 Analysis of exemplar items in the Oldest Old
128(16)
5.9 Discussion
144(6)
5.9.1 Summary of main findings
144(1)
5.9.2 Hypothetical conditions for accent-related DIF
145(3)
5.9.3 Limitations of the study
148(2)
Chapter 6 Attitudes towards speakers
150(30)
6.1 Research questions
150(1)
6.2 Methodological considerations
151(3)
6.2.1 An overview of the speaker evaluation approach
151(2)
6.2.2 The use of the speaker evaluation approach in the current study
153(1)
6.3 Methods
154(4)
6.3.1 Participants
154(1)
6.3.2 Instruments
154(3)
6.3.3 Data collection procedure
157(1)
6.4 Results for all traits
158(1)
6.5 Data reduction
159(3)
6.6 Results for lecturer competence
162(5)
6.6.1 All listeners
162(2)
6.6.2 LI groups
164(3)
6.7 Results for social attractiveness
167(4)
6.7.1 All listeners
167(1)
6.7.2 LI groups
168(3)
6.8 Attitudes and test performance
171(4)
6.8.1 Performance with Henry (Australian English accent)
171(1)
6.8.2 Performance with Kaori (Japanese accent)
172(1)
6.8.3 Performance with Jun (Mandarin Chinese accent)
173(2)
6.9 Discussion
175(5)
6.9.1 Attitudes and acceptability
175(2)
6.9.2 Attitudes and test performance
177(1)
6.9.3 Limitations of the approach
178(2)
Chapter 7 Verbal reports
180(45)
7.1 Research questions
180(1)
7.2 Methodological considerations
181(7)
7.2.1 An overview of verbal report methods
181(3)
7.2.2 The use of verbal reports in the current study
184(4)
7.3 Methods
188(6)
7.3.1 Participants
188(3)
7.3.2 Instruments
191(1)
7.3.3 Procedure
192(2)
7.4 Initial analysis
194(5)
7.4.1 Coding
194(1)
7.4.2 An overview of the data
195(4)
7.5 The nature of accent-related difficulty
199(9)
7.5.1 Misperception/inability to recognise key phonetic information
199(7)
7.5.2 Processing cost
206(2)
7.5.3 Comments on speaker clarity
208(1)
7.6 The nature of "online" attitudinal response
208(7)
7.6.1 Negative evaluations and affective response
208(4)
7.6.2 Positive evaluations and acceptability
212(1)
7.6.3 Attitude and performance
213(2)
7.7 Post hoc comments
215(7)
7.7.1 Retrospective identification ofKaori and Jun
215(1)
7.7.2 Perceptions of general acceptability and fairness
216(6)
7.8 Summary
222(3)
Chapter 8 Summary and implications
225(13)
8.1 Summary
225(3)
8.1.1 Review of approach and methods
225(1)
8.1.2 Key findings from three studies
226(1)
8.1.3 Contribution to the field
227(1)
8.2 Three models for the use of speakers with L2 accents in listening assessment
228(7)
8.2.1 The weak ELF approach
229(2)
8.2.2 The strong ELF approach
231(2)
8.2.3 The local Englishes approach
233(2)
8.3 Suggestions for further research
235(1)
8.4 Concluding remarks
236(2)
References 238(22)
Appendix A 260(4)
Appendix B 264(6)
Appendix C 270(1)
Appendix D 271(5)
Appendix E 276(9)
Appendix F 285(1)
Appendix G 286(3)
Appendix H 289
Luke Harding is a lecturer in the Department of Linguistics and English Language at Lancaster University. His research interests are primarily in language testing, particularly listening assessment, pronunciation assessment, specific purposes language testing, and assessor decision-making.