![]() ![]() In addition, raters' perceptions of the rating process were elicited through verbal protocols and interviews. Twenty experienced and 20 novice raters judged 38 L2 speech samples using 5-point or 9-point numerical rating scales. Study 2 examines the effects of two additional sources of variance-rating scale length and rater experience-on raters' judgments of L2 comprehensibility, accentedness, and fluency. ![]() However, phonological memory and attention control did not influence their ratings. Results showed that music majors assigned significantly lower ratings than non-music majors solely for accentedness, particularly for low ability learners. ![]() Thirty music majors and 30 non-music majors rated 40 L2 speech samples for comprehensibility, accentedness, and fluency and were additionally assessed for musical ability, phonological memory, and attention control. Study 1 examines the effect of individual differences in raters' cognitive abilities on their ratings of L2 speech. The thesis culminates in the development of an empirically-based L2 comprehensibility scale that describes, with greater precision, the quality of speech that is characteristic at different comprehensibility levels. This thesis examines systematic sources of variance in raters' judgments of second (L2) language speech, including rater cognitive and experience variables, rating scale properties, and characteristics of the speech, in order to better understand influences on raters' scoring decisions. Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students. ![]()
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