Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there is no universal definition of intelligibility, nor a field-wide consensus on how to best measure it. Further, there is little empirical evidence to suggest which pronunciation features are most critical for intelligibility. This mixed methods study investigates whether intelligibility is an appropriate criterion for assessing pronunciation proficiency in the academic domain. Speech samples of 19 non-native speaking graduate students were elicited using the TSE, a standardized...
Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there is no universal definition of in...
This book is open access under a CC BY licence. It spans the areas of assessment, second language acquisition (SLA) and pronunciation and examines topical issues and challenges that relate to formal and informal assessments of second language (L2) speech in classroom, research and real-world contexts. It showcases insights from assessing other skills (e.g. listening and writing) and highlights perspectives from research in speech sciences, SLA, psycholinguistics and sociolinguistics, including lingua franca communication, with concrete implications for pronunciation assessment. This...
This book is open access under a CC BY licence. It spans the areas of assessment, second language acquisition (SLA) and pronunciation and examines ...
