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논문검색

Intelligibility and Comprehensibility of Korean English Speakers’ Phonological Features in Lingua Franca Listening Contexts

원문정보

Justin P. Barrass, Jessica Briggs Baffoe-Djan, Heath Rose, Jill A. Boggs

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초록

영어

This study investigated L2 English listeners’ intelligibility and comprehensibility ratings of L2 English recordings of L1 Korean speakers’ speech. Specifically, it considered which segmentals and features resulting from Korean phonotactics cause a breakdown in Korean speakers’ L2 English intelligibility and comprehensibility for Mandarin L1-background L2 English speakers. As Korean speakers use English as a lingua franca primarily with their L1 Mandarin speaking neighbours, recordings of scripted and unscripted speech of Korean university students were sent to L1 Mandarin raters in mainland China and Taiwan, who rated utterances for intelligibility and comprehensibility. Findings showed that the most frequently mistranscribed features were epenthesis (inclusion of extra vowels to separate clustered consonants), substitution of nasals for plosives between vowels and sonorant consonants, and the consonant-vowel combination [wʊ]. Findings also suggest that less problematic features, such as [əʊ], /r/, and the distinction between [ʊ] and [u], are at times aided by similar realisations by L2 listeners.

목차

Abstract
Introduction
Literature Review
Intelligibility and Comprehensibility Studies
Intelligibility and Comprehensibility in Multilingual Contexts
Intelligibility in Lingua Franca Contexts
Research Question
Methodology
Selecting Phonological Items
Speech Samples
Participant Selection
Procedure
Analysis of Ratings
Results: Intelligibility and Comprehensibility
Which Segmentals and Features Caused by L1 Phonotactic Constraints Cause Breakdown in L2 English Intelligibility and Comprehensibility?
Discussion
Conclusion
Pedagogical Implications
Limitations of This Study, and Recommendations for Future Research
The Authors
References
Appendix

저자정보

  • Justin P. Barrass Sungkyunkwan University, South Korea
  • Jessica Briggs Baffoe-Djan University of Oxford, UK
  • Heath Rose University of Oxford, UK
  • Jill A. Boggs Swansea University, UK

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